Looking Beyond Borders: Scholarship of Teacher Education

Hamilton, Mary Lynn; Loughran, John

doi:10.1007/978-981-10-0369-1_15

Cited by 4 publications

(8 citation statements)

References 41 publications

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“…Subscriber: OUP-Reference Gratis Access; date: 16 August 2019 this, we posit a dual role for teacher educator researchers in simultaneously developing local practice and contributing to the broader knowledge base of ITE. This view is consis tent with that of Hamilton and Loughran (2016), who argue for a need to think globally and nationally and for the value of smaller stories alongside grand narratives as ways of recognizing international perspectives and the rich and disparate contexts of teacher ed ucation research.…”

Section: Standing Back and Viewing The Picturementioning

confidence: 80%

“…We are inspired by research at the nexus of scholarship and practice, but consid er that with this sympathy also comes a need to critically question the work in order to safeguard its agenda. We are uneasy about a U.S.-centric view of teacher education re search that has been observed to dominate research in top tier journals (see also Hamil ton & Pinnegar, 2013) and to provide a grand narrative or generalized experience of teacher education based on the views and experiences of a particular group of teacher educators (Hamilton & Loughran, 2016). Both of us work in settings on the margins of the dominant conversation, albeit within English speaking and European contexts.…”

Section: Author Positionality and Perspectivementioning

confidence: 99%

“…Associated with the challenge of the wide scope of publication is a dilemma relating to de finition of the field of teacher education research. Observations that published work on teacher education tends to privilege and provide a U.S.-centric view of teacher education (Hamilton & Loughran, 2016;Hamilton & Pinnegar, 2013) raise questions about who gets to define the field of practice-focused research in ITE and how this field is defined by the PRINTED FROM the OXFORD RESEARCH ENCYCLOPEDIA, EDUCATION (oxfordre.com/education). (c) Oxford University Press USA, 2019.…”

Section: Challenges In Reviewing the Fieldmentioning

confidence: 99%

“…In standing back to view the picture, we ask what practice-focused ITE does and briefly consider future possibilities for this work; that is, what it can do. At different times, oth ers have reviewed and suggested questions and perspectives for future research (includ ing British Educational Research Association, 2014;Cochran-Smith & Villegas, 2014;Cochran-Smith et al, 2015;Ducharme & Ducharme, 1996;Hamilton & Loughran, 2016;Zeichner, 2005) and considered how to move practice-focused research forward in rela tion to methodological matters (including LaBoskey, 2004;Vanassche & Kelchtermans, 2015;Zeichner, 2005Zeichner, , 2007. We draw on arguments relating to the purpose of practition er and teacher educator research to consider how teacher educators researching teacher education practice might continue to contribute to ITE practice and scholarship.…”

Section: Standing Back and Viewing The Picturementioning

confidence: 99%

“…Qualitative research on teacher education practices con tributes to a public knowledge base for teacher education and the accumulation of evi dence across studies adds weight to arguments that may be used to influence policy and practice beyond local ITE programs and contexts. This research effects change in prac tice, ranging from small changes made by individual teacher educators in their teaching to wider transformations within programs and systems of teacher education (Hamilton & Loughran, 2016). In doing so, it contributes to a broad understanding of "improvement" in teaching and teacher education (or what makes for "better" teacher education) by (re)opening the public debate on the question of what is considered good (or better) teaching, but it also challenges the dominant and accepted forms of research scholarship.…”

Section: What Practice-focused Research Does and Can Do Bettermentioning

confidence: 99%

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Practice-Focused Research in Initial Teacher Education

Abbiss¹,

Vanassche²

2019

Oxford Research Encyclopedia of Education

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This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. Teacher education has been a matter of concern among policymakers for decades. For just as long, there have been attempts to understand and improve teacher education by studying it empirically. Disenchanted by the progress made by scholarly experts who produced knowledge in “scientific” research “on” teacher education with the aim that findings be implemented in practice settings, teacher educators themselves started researching teacher education. The resulting practice-focused research provides insight into the kinds of research that teacher educators themselves find useful to guide their work and practice in the preparation of teachers. Broadly speaking, research conducted by teacher educators for teacher educators serves a twofold purpose: to inform the improvement of local practice but also to contribute to the development of a public knowledge base in teacher education. The warrants for knowledge for teacher educator research on teacher education practices derive from a range of qualitative research methodologies, and the authority of this research relates generally to questions of relevance and rigor in qualitative research. Research conducted by teacher educators for teacher educators presents challenges for teacher educators in achieving a balance between goals for local relevance and making a theoretical contribution to the field. There are, though, also challenges for teacher educator researchers in understanding the field within which they work. What seems like a relatively simple mission—to provide an overview of qualitative research that focuses on teacher education practice and the preparation of student teachers—proves to be quite a difficult task. Challenges relate to matters of definition, concerning who “qualifies” as teacher educators in times of rapid change and variation in initial teacher education provision internationally, and what constitutes research on teacher education practices. Also, challenges derive from matters of scope in the publication of research by teacher educators. Publication of such research extends beyond that which appears in top tier international journals and which tends to provide an American-centric and Global North view of teacher education. These challenges in themselves raise questions about who gets to define the field of practice-focused research in initial teacher education and how this field is defined by the research practices it entails.

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Section: Standing Back and Viewing The Picturementioning

confidence: 80%

Section: Author Positionality and Perspectivementioning

confidence: 99%

Section: Challenges In Reviewing the Fieldmentioning

confidence: 99%