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Originaltitel
Teacher-researcher development? Unpacking the understandings and approaches in initial teacher education in Kosovo
ParalleltitelRazvoj ucitelja raziskovalca? Pojasnitev razumevanj in pristopov v zacetnem izobrazevanju uciteljev na Kosovu
Autor
OriginalveröffentlichungCEPS Journal 10 (2020) 3, S. 53-76
Dokument  (295 KB)
Lizenz des Dokumentes Deutsches Urheberrecht
Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN2232-2647; 22322647
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-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.)
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Eintrag erfolgte am12.10.2020
QuellenangabeKacaniku, 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
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