Teacher-researcher development? Unpacking the understandings and approaches in initial teacher education in Kosovo.

Autor/in	Kacaniku, Fjolla
Titel	Teacher-researcher development? Unpacking the understandings and approaches in initial teacher education in Kosovo. Paralleltitel: Razvoj ucitelja raziskovalca? Pojasnitev razumevanj in pristopov v zacetnem izobrazevanju uciteljev na Kosovu.
Quelle	In: CEPS journal, 10 (2020) 3, S. 53-76Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.26529/cepsj.865
URN	urn:nbn:de:0111-pedocs-207793
Schlagwörter	Bildungsziel; Bildungsforschung; Fragebogenerhebung; Wahrnehmung; Lehramtsstudent; Lehrerausbildung; Lehrerrolle; Partizipation; Hochschulentwicklung; Hochschullehrer; Forscher; Kosovo
Abstract	The teacher-researcher is a prevailing concept in the post-professionalism age of teacher education. The development of teacher-researchers is discussed alongside reforming initial teacher education programmes as research-based. At this time, there is no consensus regarding the understanding and methodologies of teacher-researcher development. The purpose of this study is to examine student teachers' and teacher educators' understandings of and approaches to teacher-researcher development in initial teacher education in Kosovo within the research-based education movement. The study used a qualitative research design. The data were collected through open questionnaires (n = 270 student teachers), interviews (n = 15 teacher educators), and programme content (n = 5) at two initial teacher education institutions in Kosovo. Using Healey and Jenkins's research curriculum categories as a guiding framework, the study identified four clusters of contradictory understandings and approaches relating to teacher educator practice and programme values and goals, fragmenting the context of teacher-researcher development in Kosovo. In order to build consensus in teacher-researcher development, coordinated efforts are recommended to address the current isolated and differing understandings and practices within the broader context of initial teacher education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1