Promoting research activity with student teachers as professional development for teacher educators

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationExploring Professional Development Opportunities for Teacher Educators
Subtitle of host publicationPromoting Faculty-Student Partnerships
EditorsLeah Shagrir, Smadar Bar-Tel
PublisherRoutledge: Taylor & Francis Group
Publication statusAccepted/In press - 11 Aug 2020

Keywords

  • Research activity; higher education learning; professional development; teacher educator; research tools

Cite this

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.