scholarly journals Mapping the Field of Teacher Education Research: Methodology and Issues in a Research Capacity Building Initiative in Teacher Education in the United Kingdom

2008 ◽  
Vol 7 (4) ◽  
pp. 459-474 ◽  
Author(s):  
Jean Murray ◽  
Anne Campbell ◽  
Ian Hextall ◽  
Moira Hulme ◽  
Marion Jones ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
United Kingdom ◽  
Capacity Building ◽  
Research Programme ◽  
Research Capacity ◽  
Second Phase ◽  
Research Capacity Building ◽  
The United Kingdom ◽  
Teacher Education Research

This article discusses the first stages of the work of the Teacher Education Group (TEG) in building research capacity in teacher education research and identifies the potential of the model adopted for future European initiatives in the field. The TEG work is part of the second phase of the Teaching and Learning Research Programme (TLRP), based on an embedded social practices model of research capacity building. The article opens by outlining the broad context of research capacity building initiatives and identifying general factors which create concerns about the sustainability of teacher education research in the United Kingdom. It then describes the initial impetus, within the TEG, for the creation of an up-to-date annotated mapping of current research in teacher education and outlines the practices used to generate the model used for the mapping. In conclusion, the article discusses some of the methodological, ethical and epistemological issues raised by the mapping exercise and the challenges ahead in disseminating and embedding the initiative.

scholarly journals Research capacity building in and on teacher education: developing practice and learning

2019 ◽  
Vol 13 (2) ◽  
pp. 114-129
Author(s):  
Jean Murray ◽  
Eline Vanassche
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Capacity Building ◽  
Professional Learning ◽  
Teacher Educators ◽  
Research Capacity ◽  
Research Network ◽  
Self Study ◽  
Research Initiatives ◽  
Teacher Education Research

Research is widely acknowledged as a key element of professional learning for intending and serving teachers, as well as for their teacher educators. And yet, despite this centrality, research in teacher education is often subjected to critique and contestation. Internationally, the quality of such research has been questioned, and there are on-going issues about when, how and why teacher educators and teachers (can) engage in research. Initiatives to build research capacity in teacher education thus remain of crucial importance. Here we focus on this issue, aiming to analyse how to strengthen the field of teacher education locally and internationally. We first set out a conceptual framework for considering capacity building, and then analyse three international examples of practice in teacher education research: the Norwegian Doctoral School (NAFOL); the use of self-study research in Belgium (Flanders); and the Teacher Education Research Network (TERN), a social practices initiative in England. The contextualised analysis of these local capacity-building initiatives exemplifies what factors influence their enactments and outcomes and, in so doing, also inform a more ‘glocal’ understanding of how to build research capacity in and on teacher education. From this follows our overall question: what can be learned from these cases about how to build research capacity in and on teacher education?

scholarly journals Teacher education research in the UK: the state of the art

2010 ◽  
Vol 32 (1) ◽  
pp. 121-142
Author(s):  
Ian Menter ◽  
Moira Hulme ◽  
Jean Murray ◽  
Anne Campbell ◽  
Ian Hextall ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
State Of The Art ◽  
Web Based ◽  
The United Kingdom ◽  
Current State ◽  
Methodological Approaches ◽  
Number Of Publications ◽  
The Uk ◽  
Teacher Education Research

This paper offers an analysis of the current state of teacher education research in the United Kingdom (UK). It commences with a brief historical overview of developments over the last century. Some recent «capacity building» initiatives designed to enhance and develop teacher education research are described. There is then a focus on a particular web-based resource that draws together a significant number of publications in UK teacher education research from 2000-2008. This database is then analysed in order to identify in which journals and by which authors this work is produced. The range of methodological approaches and substantive areas of focus that appear to predominate in teacher education research in the UK are reviewed, according to categories within the database. This demonstrates that there are some very real challenges to be faced by teacher education researchers in the years ahead, similar but not identical to those faced elsewhere.

Learning the business of teacher education research: Editorial work as capacity building

2013 ◽  
Vol 41 (4) ◽  
pp. 345-349
Author(s):  
Jo-Anne Reid ◽  
Sharon McDonough ◽  
Kathryn Bown ◽  
Ninetta Santoro ◽  
Diane Mayer ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Capacity Building ◽  
Editorial Work ◽  
Teacher Education Research

Research capacity-building in teacher education

2021 ◽  
Vol 47 (1) ◽  
pp. 98-119
Author(s):  
Alis Oancea ◽  
Nigel Fancourt ◽  
James Robson ◽  
Ian Thompson ◽  
Ann Childs ◽  
...  
Keyword(s):  
Teacher Education ◽  
Capacity Building ◽  
Research Capacity ◽  
Research Capacity Building

scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

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