This chapter aims to highlight the value of focusing on a research-based agenda for teacher education in order to support the professional development of teacher educators. I argue, with illustrations from my own empirical research, that being open to challenge and debate is important in order for new and expansive developments to occur in teacher education. The three studies in the chapter illustrate how teacher educators have used research activity to develop learning possibilities through collaborative working practices with students and teachers. These practices create space in the teacher education curriculum to provide sustainable opportunities for critiquing theories of practice by exposing them to critical scrutiny. The chapter concludes that employing research tools within teacher education activity creates distance from everyday practices and enables meaningful learning for teacher educators. The research activity offers teacher educators a social space for collaboration and for professional development.
|Title of host publication||Exploring Professional Development Opportunities for Teacher Educators|
|Subtitle of host publication||Promoting Faculty-Student Partnerships|
|Editors||Leah Shagrir, Smadar Bar-Tel|
|Publisher||Routledge: Taylor & Francis Group|
|Publication status||Accepted/In press - 11 Aug 2020|
- Research activity; higher education learning; professional development; teacher educator; research tools
Douglas, A. S. (Accepted/In press). Promoting research activity with student teachers as professional development for teacher educators. In L. Shagrir, & S. Bar-Tel (Eds.), Exploring Professional Development Opportunities for Teacher Educators: Promoting Faculty-Student Partnerships Routledge: Taylor & Francis Group.