Abstract
ABSTRACTThis paper focuses on the Janus face-teacher educator and researcher. Drawing on existing international literature, our aim is to position ourselves in the discussion relating to our own and other research. In this paper we limit ourselves to discuss two main components, namely teaching and research in relation to which teacher educators seem to experience a rather strong tension. We maintain that the quality of teaching does not become inferior to research and publishing in teacher education. This necessitates that sufficient resources are provided for assuring the quality of teaching and for research; subsequently the two activities are complementary and not contradictory to each other. Our claim is that teacher educators in most settings are Janus-faced due to the competing demands of excellence in both research and teaching. However, we strongly believe that the two main responsibilities of teacher educators which form the Janus face, can melt into each other in the face of a researching teacher educator.
Highlights
Quality teaching is key to improve student learning
Recent research has focused on their professional roles (Meeus, Cools, and Placklé 2018; Bouckaert and Kools 2018; Yamin-Ali 2018), on their professional learning, development and change (Brody and Hadar 2018; Czerniawski et al 2018), on their conceptualisation of the teaching/learning process (Kosnik et al 2018; Cao et al 2018), and on their identities and the integration of technology (Jonker, Marz, and Voogt 2018; Uerz, Volman, and Kral 2018). This literature emphasises the tensions teacher educators encounter in their work, in some cases related to a mismatch between their own expectations and the expectations of their institutions as well as the need to better align their professional development with their needs and career stages including both formal and informal learning contexts
Our claim is that teacher educators in most settings are Janus-faced due to the competing demands of excellence in both research and teaching
Summary
Quality teaching is key to improve student learning. Quality teaching depends on teacher quality which is seen as one of the most important school-related factors influencing student achievement (OECD 2005; Darling-Hammond 2000; Hattie 2003). Recent research has focused on their professional roles (Meeus, Cools, and Placklé 2018; Bouckaert and Kools 2018; Yamin-Ali 2018), on their professional learning, development and change (Brody and Hadar 2018; Czerniawski et al 2018), on their conceptualisation of the teaching/learning process (Kosnik et al 2018; Cao et al 2018), and on their identities and the integration of technology (Jonker, Marz, and Voogt 2018; Uerz, Volman, and Kral 2018) This literature emphasises the tensions teacher educators encounter in their work, in some cases related to a mismatch between their own expectations and the expectations of their institutions as well as the need to better align their professional development with their needs and career stages including both formal and informal learning contexts.
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