Integration or dichotomy of teaching and research? A case study of primary initial teacher educators
Abstract
This article reports on research analysing how primary initial teacher educators define and participate in research activities. A representative sample of teacher educators in one institution in the UK were interviewed in depth to identify individuals' perceptions of the place of research in their work. All the interviewees saw their most important role as teaching and supporting students. In all cases, research was seen as a low priority. Engagement in research was seen as moving away from the practical, school and student centred world of primary initial teacher education towards a more conventionally ‘academic’ world. The established researchers within the teacher education community were seen as a privileged elite. Two clusters of factors which influence these perceptions are defined as: firstly, the effects of the changing nature of the institution and internal structures it has generated in response to national changes; and secondly, the ways in which the interviewees define their work its conditions and its underlying values. These factors and the tensions they cause are explored in relation to the pressures placed on the teacher education communities by the 1996 Research Assessment Exercise and the development of increased partnerships with schools.
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Previous research indicates that sustained research involvement is problematic for many initial teacher educators.
“Previous research has also indicated that sustained research involvement is problematic for many initial teacher educators ( Murray (1998) and Murray (2002); Nicol, 1997; Sinkinson, 1997).”
From Becoming a teacher educator: evidence from the field (2005) · cites this paper as Murray (1998)
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Flagged first, then by citations
Cited by
Sorted by citations
Becoming a teacher educator: evidence from the field
Murray, J., & Male, T. (2005) · Teaching and Teacher Education · doi:10.1016/j.tate.2004.12.006 · Cited by 703 · see citing works
“Murray, T. Male / Teaching and Teacher Education 21 (2005) 125–142 126”
BackgroundThe Use of Research to Improve Professional Practice: a systematic review of the literature
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Research and teacher education in the UK: Building capacity
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Changes and continuities in teacher education: international perspectives on a gendered field
Murray, J., & Maguire, M. (2007) · Gender and Education · doi:10.1080/09540250701295437 · Cited by 25 · see citing works
“Their findings provide an interesting counterpoint to other studies (see Maguire, 2000; Murray, 1998) in which women in teacher education have often been positioned (and/or have acted to position themselves) as ‘outside’ or ‘other’ to traditional definitions of the academic and to research…”
ResultTeacher educators in post‐compulsory education: gender, discourse and power
Simmons, R., & Thompson, R. A. (2007) · Journal of Vocational Education and Training · doi:10.1080/13636820701650984 · Cited by 19 · see citing works
Brisard, E., Menter, I., & Smith, I. (2006) · European Journal of Teacher Education · doi:10.1080/02619760500478514 · Cited by 14 · see citing works
“Although little research has been undertaken so far into HE-based teacher educators’ response to their changing role (but see Sinkinson, 1997; Murray, 1998, 2005a,b; Boag-Munroe, 2004), it seems that variations in individual tutors’ reaction to tensions in their current role could also be explained…”
MethodControl beliefs of teacher educators regarding their research engagement
Nicholson, L. J., & Lander, V. (2020) · Educational Review · doi:10.1080/00131911.2020.1816908 · Cited by 13 · see citing works
“This corroborates previous findings (Murray, 1998; Murray & Male, 2005).”
BackgroundResultInfluentialHow Does Research Affect Pre-Service Students' Perceptions of Their Practice?.
Smith, R. G., & Coldron, J. (2000) · Cited by 3 · see citing works
- Authors
- Murray, J.
- Affiliations
- a School of Education , Brunei University , UK
- Corresponding author
- Murray, Jean
- ORCID
- Murray, Jean
- Venue
- Teachers and Teaching
- Publisher
- Informa UK Limited
- Published
- 1998-03
- Volume
- 4
- Issue
- 1
- Pages
- 143-160
- ISSN
- 1354-0602 (ISSN-L)
- 1470-1278
- OpenAlex
- W1990048718
- Cited by
- 9
- References
- 20
- Citations by year
- 2020: 1 · 2014: 1
- FWCI
- 2.15
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teachers and Teaching (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Educational Research and Methods
- Keywords
- teacher educators, research engagement, perceptions of research, Research Assessment Exercise, university-school partnership, teacher training institutions, academic privileges, professional identity
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