Qualitative Research, Professional Development and the Role of Teacher Educators: fitness for purpose
Abstract
Abstract This paper focuses upon the purposes, prejudices, practices and contexts of those who teach education in all its forms within higher education and schools. It examines some of the difficulties and challenges those in education departments whose significant history is school teaching face in extending their own learning opportunities as part of their moral purposes as professionals engaged in the ‘betterment’ of education, and it will suggest routes for research which might contribute to their thinking and action and thus, ultimately, to the education of students and pupils. There are, of course, examples of tutors in higher education engaging in development through ‘reflective practice’ and of pre‐service teacher education courses which are based upon notions of reflective practice. The purpose of this paper, however, is to examine the roles and responsibilities of teacher educators through an analysis of their historical, social and psychological contexts and, through this, to propose a particular partnership model of qualitative research and development which appears to ‘fit’ closely to purpose.
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The work of the initial teacher educator is intensifying, causing new staff to become wrapped in 'the cloak of busy practicality' and decreasing their chances of becoming active and successful researchers.
“It can be argued therefore that the work of the initial teacher educator is intensifying, causing new staff to become wrapped in 'the cloak of busy practicality' (Day, 1995, p. 365) and decreasing their chances of becoming active and successful researchers.”
From Becoming a teacher educator: evidence from the field (2005) · cites this paper as Day, 1995
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References 48 · Cited by 41
- Authors
- Day, C. W.
- Affiliations
- University of Nottingham (GB)
- Corresponding author
- Day, Christopher W.
- ORCID
- Day, Christopher W.
- Venue
- British Educational Research Journal
- Publisher
- Wiley
- Published
- 1995-06
- Volume
- 21
- Issue
- 3
- Pages
- 357-369
- ISSN
- 0141-1926 (ISSN-L)
- 1469-3518
- OpenAlex
- W2070589817
- Cited by
- 41
- References
- 48
- Citations by year
- 2026: 2 · 2022: 1 · 2019: 1 · 2017: 1 · 2016: 2 · 2015: 1 · 2013: 5 · 2012: 2
- FWCI
- 2.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Educational Research and Methods
- Keywords
- teacher educators, professional development, qualitative research, reflective practice, initial teacher education, higher education, school-based teacher training, partnership model, professional roles and responsibilities, history of teacher education
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