Developing a Research Profile: Mentoring and Support for Teacher Educators

Autor/inn/en	Griffiths, Vivienne; Thompson, Simon; Hryniewicz, Liz
Titel	Developing a Research Profile: Mentoring and Support for Teacher Educators
Quelle	In: Professional Development in Education, 36 (2010) 1-2, S.245-262 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Mentors; Teacher Educators; Barriers; Career Change; Foreign Countries; Faculty Development; Teacher Attitudes; College Instruction; Teacher Education; Educational Research; Teacher Researchers; Research Skills; Skill Development; Faculty Workload; Faculty Evaluation; Case Studies; Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Career changes; Berufswechsel; Ausland; Lehrerverhalten; Hochschullehre; Bildungsforschung; Pädagogische Forschung; Lehrerforschung; Forschungsleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Großbritannien
Abstract	With ongoing research assessment in higher education and the introduction of master's-level work in initial teacher education, the growing need for teacher educators to develop research identities is discussed in relation to mentoring and support in two universities. Twelve interviews--with three teacher educators and three research mentors from each university--were carried out, in order to identify effective mentoring practices and other forms of support, as well as any barriers or problems encountered in developing a research profile. An innovative aspect of the methodological approach is that beginning researchers from the teacher education faculty in both universities undertook the interviewing and co-authored the article. The need for an entitlement to and protection of research time is stressed, as well as a range of supportive practices within an active research culture. It is argued that this aspect of teacher educators' professional development requires as much attention as the pedagogical aspects of their role. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10