From teacher to senior teacher educator: exploring the teaching-research nexus in Israeli Academic Colleges of Education

Abstract

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Are teachers and HE are on the same page? Calling for a research–teaching nexus among Ethiopian and Pakistani academics

“…Hence, to unlock and address the complex knowledge through teaching, research has become a voice and instrument to share that knowledge, which is intelligible and explicit (Nehme, 2012;Tight, 2016;Brew and Mantai, 2017). Synchronously, besides the application of research-teaching nexus (RTN) by faculty members in the general HE, it has been endorsed by teacher educators in teacher education institutes (Van der Linden et al, 2015;Abdel Latif, 2021;Cao et al, 2021;Gutman, 2021;Kaasila et al, 2021), vocational higher institutes (Griffioen, 2019), field work (Fuller et al, 2014) to furnish student teachers with solid professional development to understand the modern teaching identity (Kaasila et al, 2021), enriching them with cross-cultural knowledge (Gutman, 2021).…”

“…In contrast, an up-to-date evidence extracts perceptions showing teacher educators' precedence to teaching due to the nature of the profession, which aims to educate future teachers (Cao et al, 2021). Arguably, integrating research-teaching into teaching practice demands a robust and structured pedagogy designed by a competent faculty member who values the application and integration of research into teaching for the good of the learners (Almendra and Falc ao, 2017;Gutman, 2021). Similarly, students who are exposed to the integration acquire a robust motivation to participate in the teaching environment given that they have a chance to observe their teachers' research work (e.g.…”

Four spheres of student-teachers’ professional identity formation through learning about curriculum development

“…The sphere of student-teacher identity may be characterised by the student-teachers' recognition of teaching as an academic field and the exploration of the teaching-research nexus (Gutman 2021). The main fund of student-teacher identity (Banegas, Pinner, and Larrondo 2022) is disciplinary, which derived from the topics discussed in the module(s).…”

“…Positioned within an interpretivist paradigm (Atkins and Wallace 2012), this study is framed as teacher research, i.e. research carried out by teachers and teacher educators to understand, problematise, and reflect on their own practice (Borg and Sanchez 2015;Gutman 2021). In this study, I adopted an ecological approach to data collection (Arcidiacono, Procentese, and Di Napoli 2009) as the data came from my regular teaching of a module called Curriculum Development in TESOL.…”

Leading a Professional Learning Community for teacher educators: inquiry into college principals’ motives and challenges

“…While a disciplinary PLCs are usually established on the initiative of academic department heads who wish to reinforce certain issues in teaching a particular field of study, inter-disciplinary in-house PLCs are often created by administrators who seek to leverage the soft academic skills of faculty members in teaching and research. The change in direction these skills frequently takes poses a cultural challenge that characterizes the Israeli teacher education system (Cochran- Smith et al 2020;Gutman 2021).…”