The contribution of research units to research culture in Israeli teacher education colleges from unit members' perspective. Issue 4 (8th August 2022)

• Record Type: Journal Article
• Authors: Guberman, Ainat; Zuzovsky, Ruth
• Is Part Of: Asia-Pacific journal of teacher education. Volume 50:Issue 4(2022)
• Page Start: 357
• Page End: 371
• Publication Date: 2022-08-08
• Subjects: Teacher educators -- personal narratives -- professional learning -- researchers -- research coordinating units -- teacher education academisation -- teacher education reform -- teacher education research; Teachers -- Training of -- Australasia -- Periodicals; Teachers -- Training of -- Pacific Area -- Periodicals; 370.71095
• DOI: 10.1080/1359866X.2021.2012557
• Languages: English
• ISSNs: 1359-866X

Abstract

ABSTRACT: In recent decades, Israeli teacher education colleges underwent an academisation reform, and teacher educators were required to show research productivity. Teacher education colleges formed research units in order to nurture a culture of research and help teacher educators become research active. The current study analyses research unit members' narratives to learn about their activities, the challenges they faced, and how dealing with these challenges contributed to their colleges' research culture. The data consist of stories they told about meaningful experiences they had while working in these units. We found that research unit members had to negotiate their status in relation to veteran teachers on the one hand, and college authorities on the other hand. Over the years, the developing research capacity of teacher educators prompted the expansion of the units and the services they provide. College authorities were a major driving force in this process, whereas research universities set the benchmark for the desired academic level. Nonetheless, the expansion of research in the teacher education colleges is inspired by a neo-liberal, individualistic approach and sometimes comes at the expense of teaching. College authorities' leadership is needed to foster collective research agendas that are inspired by teacher education practice.