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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-207793
DOI: 10.25656/01:20779; 10.26529/cepsj.865
URN: urn:nbn:de:0111-pedocs-207793
DOI: 10.25656/01:20779; 10.26529/cepsj.865
| Originaltitel |
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 |
| Autor |
Kacaniku, Fjolla  |
| Originalveröffentlichung | CEPS Journal 10 (2020) 3, S. 53-76 |
| Dokument | Volltext (295 KB) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | Lehramtsstudent; Lehrerausbildung; Partizipation; Bildungsforschung; Lehrerrolle; Forscher; Bildungsziel; Hochschulentwicklung; Wahrnehmung; Hochschullehrer; Fragebogenerhebung; Kosovo |
| Teildisziplin | Empirische Bildungsforschung Hochschulforschung und Hochschuldidaktik |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2232-2647; 22322647 |
| Sprache | Englisch |
| Erscheinungsjahr | 2020 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | 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.) |
| weitere Beiträge dieser Zeitschrift | CEPS Journal Jahr: 2020 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 12.10.2020 |
| Quellenangabe | Kacaniku, Fjolla: Teacher-researcher development? Unpacking the understandings and approaches in initial teacher education in Kosovo - In: CEPS Journal 10 (2020) 3, S. 53-76 - URN: urn:nbn:de:0111-pedocs-207793 - DOI: 10.25656/01:20779; 10.26529/cepsj.865 |
