Mapping the Field of Teacher Education Research: Methodology and Issues in a Research Capacity Building Initiative in Teacher Education in the United Kingdom

Murray, Jean; Campbell, Anne; Hextall, Ian; Hulme, Moira; Jones, Marion; Mahony, Pat; Menter, Ian; Procter, Richard; Wall, Karl

doi:10.2304/eerj.2008.7.4.459

Cited by 16 publications

(11 citation statements)

References 14 publications

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“…Drawing on existing identities and intrinsic interests of staff to build a knowledge base for teacher education (Darling-Hammond 2006;Erixon Arreman and Erixon 2008;Grossman and McDonald 2008;Murray et al 2008) by 'turning the day job into research' was also indicated by our data. These research leaders recommended building teacher educator researcher identities through teacher education inquiry, including self-study (Loughran et al 2004).…”

Section: Discussionmentioning

confidence: 62%

“…There is a concerted effort underway to build a research base for teacher education (Cochran-Smith 2004;Erixon Arreman and Erixon 2008;Grossman and McDonald 2008;Murray et al 2008). Because the responsibility for educating qualified, competent teachers rests primarily within universities, Cochran-Smith (2003) argues that those who teach teachers are the 'linchpins in educational reforms of all kinds' (5).…”

Section: Building Research Capability In Teacher Educationmentioning

confidence: 99%

“…It can also be used to assist emerging researchers to attend conferences, and take periods of research and study leave to build research publications, and build national and international networks. Government funding for research capability building has been employed in teacher education (Davies 2008;Murray et al 2008) and education more generally (Teaching and Learning Research Initiative 2009). In the United Kingdom several cross-institutional capacity building schemes in education have been implemented (Christie and Menter 2009;Menter, Brisard, and Smith 2006;Tanner and Davies 2009).…”

Section: Building Research Capability In Teacher Educationmentioning

confidence: 99%

“…Importantly, in addition to providing mentoring and funding, building research capability is a matter of changing the culture of teacher education-dominated faculties (Alcorn 2005;Kane 2003), and building new teacher educator-researcher identities (Erixon Arreman and Erixon 2008;Middleton 2006Middleton , 2007Robinson and McMillan 2006), so that new teacher education research agendas, theoretical frames and methodologies can emerge (Grossman and McDonald 2008;Murray et al 2008). To do this, Rees et al (2007) recommend the need for professional learning within authentic research communities of practice:…”

Section: Building Research Capability In Teacher Educationmentioning

confidence: 99%

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Creating a culture of research in teacher education: learning research within communities of practice

Hill

Haigh

2012

Studies in Higher Education

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In some international contexts, for example in South Africa, Norway, Australia and New Zealand, teacher education has recently shifted into the academy. Concurrently research performance funding measures have been introduced. Both changes have placed pressure on teacher educators to become 'research active'. The literature indicates that teacher educators can increase and deepen their research productivity with support in ways that build on, rather than break down, their existing identities. Our findings from interviews with research leaders in education faculties indicate that cultivating communities of research practice can assist teacher educators to learn alongside more experienced colleagues, and become fully fledged researching academics.

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Section: Discussionmentioning

confidence: 62%

Section: Building Research Capability In Teacher Educationmentioning

confidence: 99%

Section: Building Research Capability In Teacher Educationmentioning

confidence: 99%

Section: Building Research Capability In Teacher Educationmentioning

confidence: 99%

See 2 more Smart Citations

Creating a culture of research in teacher education: learning research within communities of practice

Hill

Haigh

2012

Studies in Higher Education

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“…[4] As such, the focus of Network 17 can be viewed as an area of specialised and somewhat disconnected activity from the main concerns of EERA with education policy and practice (see Goodman & Grosvenor, 2011). Research on teacher education (Network 10), on the other hand, is commonly understood to represent a contested and often under-researched field (Murray et al, 2008). It produces mainly small-scale research related to practice (and sometimes policy) and is generally nationally focused rather than trans-national and responds to politically driven purposes and practices in teaching and learning (Furlong & Lawn, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Dynamic and Changing Development of EERA Networks

Figueiredo

Grosvenor

Hoveid

et al. 2014

European Educational Research Journal

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In this article the authors use two EERA networks as a case for a discussion on the development of research networks within the European Educational Research Association (EERA). They contend that EERA networks through their way of working create a European research space. As their case shows, the development of networks is diverse. The emergence of networks and the current group of thirty-one networks do not display a coherent and unified system. Thus they argue that EERA networks have to be studied as an open complex system in order to comprehend the multiplicity and creative and innovative space that these networks represent. They create a space for knowledge production in a European context, enabling educational researchers to see and experience their research in a more diverse setting.

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The structures and processes governing education research in the UK from 1990–2020: A systematic scoping review

Stentiford

Koutsouris

Boyle

et al. 2021

Review of Education

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This paper presents the findings of a systematic scoping review spanning 30 years (1990–2020) that sought to understand the structures and processes influencing education research activities in UK higher education (HE). Review work of this scale has not previously been undertaken on the topic. The purpose of the review was to ‘take stock’ of research in the field, identify continuing and emerging areas of concern regarding education research as a profession, and point to directions for future research. Seven databases were searched and additional strategies included citation chasing and hand‐searching. We located 114 peer‐reviewed journal articles and one doctoral thesis. Six themes emerged relating to formal structures/processes: culture of performativity and accountability; funding regime; impact agenda; ‘what works’ agenda; heated debates; and professional bodies. A further six themes related to informal structures/processes: academic pressures; affective issues; non‐traditional academics; second‐career researchers; career stages; and departmental cultures. The themes were complex and appeared to interact with each other. Evidence of the negative influence of neoliberal regimes on working conditions and well‐being emerged more strongly in the past decade. The review indicates that further research is required into the experiences and academic identities of education researchers from under‐represented or non‐traditional groups (i.e., women, ethnic minority, working‐class, disabled, LGBTQ+ academics). There is also a need for more studies in Northern Ireland, Scotland and Wales to understand their unique political‐economic‐educational contexts. The findings have relevance to education researchers and policy‐makers in countries across the globe, particularly in comparable HE systems (e.g., North America, Australia).

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Mapping the Field of Teacher Education Research: Methodology and Issues in a Research Capacity Building Initiative in Teacher Education in the United Kingdom

Cited by 16 publications

References 14 publications

Creating a culture of research in teacher education: learning research within communities of practice

Creating a culture of research in teacher education: learning research within communities of practice

The Dynamic and Changing Development of EERA Networks

The structures and processes governing education research in the UK from 1990–2020: A systematic scoping review

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