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.
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