Search results for: Researchers

A new book by Leah Shagrir describes a researcher's journey to carry out an ethnographic study. The book describes how the various stops along the way allowed investigation of the research area from a variety of viewpoints, in order to fulfil diverse roles, and to present the research findings in a range of voices: the voice of the teacher educator, the voice of the faculty member, the voice of the ethnographic researcher, and the voice of the student. Using the voice of each role to present the issue allows one to examine it from a unique perspective and to get a broad and deep picture of the research population, process and results. Such a multi-dimensional perspective enables the presentation of a whole; emphasizing experiences, perceptions, values, world views, rules and regulations, culture and life style, interpersonal and intrapersonal relations.

The goal of this study was to describe the extent to which early childhood teacher educators are informed about, engage in, value, teach about, and collaborate with others in teacher research. This study focused on a specific teacher educator group, early childhood teacher educators and their own teacher research and what they say about the importance of teacher research in improving teacher education programs. The findings indicated that teacher educators are informed about teacher research, teach and model it for their students, and collaborate with others in doing it. They share their results in presentations and publications that contribute to the knowledge base in the field.

This study inquires into the author's shifting ‘self’ as a researcher/teacher educator in teacher professional development. The author uses an autoethnographic inquiry, and presents vignettes of the self/researcher/teacher educator embedded in the messiness and complexity of lived experiences. This autoethnographic inquiry represents her attempts to make sense of these experiences. Central to the inquiry is an examination of the roles played by serendipity and by writing itself in the processes of sense- and self-making.

In this study, the authors explore educators’ experiences in a research design that adheres to collaboration with educators; in this case in a year-long formative intervention in the context of teacher education. This analysis revealed three main contrasts, all of which the teacher educators experience as being consequential for their participation in the research. The first reflection related to how the teacher educators perceived their own position. The educators describe this position as one of agency and ownership, coupled with recognition of their expertise. Secondly, the position of the researcher was experienced as one that explicitly involves learning. Lastly, the research was experienced as being integrated.