Quality initial teacher education in the grip of teacher educator ‘academic tribes and territories
Bibliographic Data
| ID | 6422352 |
|---|---|
| Authors | Fjolla Kaçaniku (0000-0002-9521-2975, University of Prishtina, corresponding author) |
| Year | 2023 |
| Volume | 16 |
| Issue | 3 |
| Pages | 487-507 |
| Publication date | 2023-09-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 2000-4508 • E-ISSN: 2000-4508 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/20004508.2023.2260613 |
| OpenAlex | W4387087346 |
| Language | EN |
| Citations received | 1 |
| References cited | 37 |
Examining quality in teacher education is considered a complex task. One dimension of this complexity is examining teacher educators as key stakeholders in ensuring quality teacher education. However, the influence of teacher educators towards quality teacher education seems to be still under-researched. The theoretical framework on academic tribes and territories is employed to investigate how teacher educators' affiliations and scholarly domains lead a quality teacher education. This is a qualitative study reporting on 40 interviews conducted with teacher educators and management staff over three data collection stages in initial teacher education institutions in Kosovo. Teacher educators leading quality teacher education is characterised by many tensions and contradictions that originate in their professional embeddedness. The study endorses systematic interventions that require institutions to recruit and support teacher educators to have: wide-ranging roles that move beyond teaching, competencies to enact contemporary study programmes that facilitate research-based approaches, and open-minded views that promote interdisciplinary collaborations
Embeddedness · Faculty Development · Pedagogy · Professional development · Qualitative research · Quality (philosophy · Sociology · Teacher education · Teacher Quality · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
The Professional Teacher Educator
Research Methods in Education
Developing a teacher identity in the university context
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers
Teacher educators’ identity
A Dynamic Theory of Organizational Knowledge Creation
Lost in translation? Improving quality in initial teacher education in the framework of European initiatives
Finnish teacher educators’ preferences for their professional development – quantitative exploration
Teacher educators in Finland and Turkey
Moving from survival to development
Trajectories of powerful knowledge and epistemic quality
Fachdidaktik and the Development of Generalised Subject Didactics in Germany
Educating Teacher Educators
Context guided instruction to develop reflection competence of education professionals
Becoming a teacher educator
Colonised by quality? Teacher identities in a research-led institution
Demonstrating Rigor Using Thematic Analysis
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |