Teacher educators as researchers: multiple perspectives

By Marilyn Cochran-Smith. 2005

317 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a8f547ee12cf457a98293f2a72768e63eca3f508

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Citations in the corpus

Professional development of teacher educators: what do they do? Findings from an explorative international study (2017, methodology): “Drawing on the work of Conway and Clark (2003), Dengerink et al. (2015) reported a pattern in their study on the professional development of Dutch teacher educators.”
Students’ Problems with Cohesion and Coherence in EFL Essay Writing in Egypt: Different Perspectives (2010, background): “Besides, many reviewed studies asserted that writing cohesively in English constitutes a serious problem to Arab students.”
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators (2014, background): “Yet, this common assumption lacks empirical support given the paucity of research on teacher educating (Cochran-Smith, 2005; Ducharme & Ducharme, 1996; Martinez, 2008).”
Characteristics and Competencies for Teacher Educators: Addressing the Need for Improved Professional Standards in Turkey (2011, background): “However, as Cochran-Smith (2005) argues, knowledge of public theory should be part of teacher educators’ expertise, and thus, personal theories developed by self-studies should be linked to public theory for the sake of developing a functioning knowledge-base for teacher education and advancing the…”
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers (2013, background): “…have not permeated the ranks of the teacher education professoriate – the literature (whether theoretical or empirical) offers minimal insight (Cochran-Smith 2005; Martinez 2008); professional organizations pay scant attention to priorities for teacher education (Kosnik and Beck 2009); and…”
The professional development of higher education-based teacher educators: needs and realities (2018, background): “While the interviews did not highlight this, practitioner research can still be considered as a way to combine research and teaching that might add to both (Cochran-Smith 2005).”
Teacher Educators’ Professional Development: Towards a Typology of Teacher Educators’ Researcherly Disposition (2014, background): “Teacher educators’ researcherly disposition is presented as a concept focusing on the development of a teacher educator’s role as both a ‘teacher of teachers’ and a ‘researcher’ (Cochran-Smith, 2005).”