Teacher Educators as Researchers: 1st Edition (Hardback) book cover

Teacher Educators as Researchers

1st Edition

Edited by Kari Smith, Maria Assunção Flores


126 pages

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Hardback: 9780367519568
pub: 2020-07-01
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This book presents recent international research on how teacher educators, institutions and policy makers perceive, act on, and experience the dual responsibility that teacher educators are required to develop. Teacher educators are both teachers and researchers, a hybrid position which might be challenging to fulfil.

Teacher education has attracted much research over the years. It has also been subject to national and international debates about its goals and core features as well as issues of quality and effectiveness. More recently, attention has been given to the work, identity and professional development of teacher educators. The various chapters in the book address the topic of teacher educators as teachers and researchers in diverse countries and contexts, namely Australia, Belgium, England, Ireland, Israel, Portugal, Norway and USA. Collectively, the authors examine the work of teacher educators considering their core mission, their professional development opportunities, and the demands and needs of their working contexts.

The chapters in this book were originally published in a special issue of the European Journal of Teacher Education.

Table of Contents

Introduction: Teacher educators as teachers and as researchers

Kari Smith and Maria Assunção Flores

1. The Janus faced teacher educator

Kari Smith and Maria Assunção Flores

2. Once were teachers? Australian teacher education policy and

shifting boundaries for teacher educators

Simone White

3. Capturing the relations between teacher educators’ opportunities for professional growth, work pressure, work related basic needs satisfaction, and teacher educators’ researcherly disposition

Hanne Tack and Ruben Vanderlinde

4. Articulating, reclaiming and celebrating the professionalism of teacher educators in England

Eline Vanassche, Warren Kidd and Jean Murray

5. Challenges for Irish teacher educators in being active users and producers of research

Ann MacPhail and Mary O’Sullivan

6. Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership

Ainat Guberman and Oded Mcdossi

7. Redesign in teacher education: the roles of teacher educators

Frances O’Connell Rust

About the Editors

Kari Smith is a Professor (Ph.D.) of Education at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU). Her main research interests are mainly teacher education, professional development, mentoring novice teachers and assessment for and of learning. She has acted as the Head of Teacher Education programs abroad as well as at the University of Bergen, Norway. Currently she is the Head of the Norwegian National Research School in Teacher Education (NAFOL). She was the project leader of the International Forum for Teacher Educator Development (InFo-TED) from 2013-2019.

Maria Assunção Flores is an Associate Professor (Ph.D.) of education at the University of Minho, Portugal. She has published extensively in international and national journals, books and book chapters. Her research interests include teacher education and professional development, teacher evaluation, curriculum, assessment, teacher identity and higher education. She was the Chair of the International Study Association on Teachers and Teaching (ISATT) between 2013 and 2019. She is currently President of the Board of Estreiadiálogos (The International Collaborative Action Research Network for the Portuguese speaking countries).

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