You can successfully develop your higher education research profile
while balancing the demands of training teachers and administration.
While teacher education is key to preparing qualified teachers who can
educate pupils for the demands of the twenty-first century, many
university-based teacher educators experience conflicting demands in
their professional practice. Their lives are often so dominated by
teaching and associated work that their aspirations to develop a
research profile are hampered.
This text explores the critical issues faced by those working in teacher
education and how they have negotiated the expectations and requirements
of the Academy to establish themselves as leading international teacher
education researchers.
Through a series of autobiographical cases, this book demonstrates a
range of trajectories in different contexts which have facilitated the
development of teacher educators' successful research profiles.
Understandings and realities of the policy context, the professional
context, the research context (including funding, metrics, type of
research valued), the institutional context and various personal
positionings are examined in order to illuminate stories of research
success and demonstrate their relevance to all teacher educators.
