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This interpretive study contributes to an understanding of the work and beliefs of transnational teacher educators in diverse international contexts. Due to their influence on the development of future teachers in their host country, and the influence of those future teachers on future generations of learners, transnational university-based teacher educators are a particularly significant, yet understudied, group of mobile academics. The study investigates, through in-depth interviews and a selection task about preferred conceptions of teaching, how ten transnational teacher educators experience and conceive of their work in higher education in the Arabian Gulf cities of Abu Dhabi, Bahrain, and Dubai. Despite diverse international backgrounds, participants in this study express common critically reflective, constructivist, and sociocultural conceptions of their work as teacher educators who are preparing future teachers to work in transformed schools in a region engaged in ongoing educational reform. They report that they explicitly model active, learning-centred strategies while coaching future teachers. They believe that their work is important for national capacity building, although they would welcome greater involvement in educational planning. They are cognisant of local cultural considerations, while noting pedagogical challenges around teaching students through English as the medium of instruction in higher education in the Gulf. This study yields understanding and provides implications for professional development and orientation programmes for transnational teacher educators migrating to work in such internationalised settings.

Vietnam aspires to have a tier of research-intensive universities, including some that will soon attain "world-class" status. This goal is ambitious and will require, amongst other things, a significantly increased level of commitment to the development of discipline-based research cultures at the universities concerned. This paper reports on the state of discipline-based research cultures at two leading research-oriented universities in Vietnam. Discipline-based research cultures are found to be present at these universities, but they are stronger in the sciences and technologies. Measures required to nurture discipline-based research across all knowledge areas are discussed.

This article examines teachers' work as part of the everyday life of classrooms, schools and communities--as curriculum design, dynamic pedagogies and as an oeuvre which is assembled over time. One of the hardest aspects of the everyday work of teachers, and perhaps one of the most under-rated and under-studied, is listening, really listening. This article firstly explores the dangers of teachers not listening. Secondly, it highlights the contributions of teacher researchers who take students and their worlds seriously. We argue that teachers listening to students in the context of their communities can underpin responsive pedagogies and creative curriculum design, which in turn can allow students to assemble repertoires of complex communication practices for representation, participation and taking action. Finally, we speculate about how, over time, teachers, as artists, assemble an oeuvre--an assemblage of curriculum design and responsive pedagogies which could inform teacher education and research.

Objective: To encourage the inclusion of research practice in instruction. Methods: The choice to bring existing research into a classroom to enhance student engagement and learning does not have to rest with one's own practice; however, those whose primary responsibility is to teach may be required to connect their research to teaching. Results: This article describes one instructor's use of research to introduce evaluation concepts to undergraduate program planning students and suggests the value of sharing field experiences. Outcomes: The example field work is a handwashing program for preschool children for which the instructor was hired to complete an evaluation. Instructors who do not engage in research may find inspiration for classroom activities in the works of others, especially in the public health field.

Multimedia technologies are increasingly used by university lecturers to stay relevant in contemporary media-saturated society. Across disciplines, using multimedia in teaching often means integrating videos, including feature films and/or television series (FF/TV), into learning activities and assessments. Like other media technologies, effective integration of FF/TV into teaching can be achieved through coordinated training and practice. This study explores formal and informal venues of academic development (AD) to understand how lecturers learn to teach with film. A model of four key aspects is proposed as a research outcome, detailing lecturers' requirements and considerations regarding teaching with FF/TV for future AD options.

The use of a participatory approach may entail taking risks in certain contexts. It involves discussing socio-political issues that aim to challenge the discourse of those in power representing neoliberal ideology. Critical pedagogy and the participatory approach oppose political and neoliberal power relations in educational settings that determine the content of the curriculum and syllabus. This study is a personal reflection around a participatory research activity to create meaningful change through reflection and action. The study involved a lecturer-researcher, four instructors, and eight university students in second language learning settings in a Turkish university; it aimed to improve our social practices and enable the teacher-students and student-teachers to reflect on the current content of the standard curriculum and to produce a critical syllabus for a listening-speaking class. The findings show that the participants and the researcher were anxious about articulating their radical ideas because of the current political atmosphere. Meanwhile, they reported having developed a positive attitude towards the preparation of a critical syllabus. Besides, the participants and the researcher produced a six-stage recommendation for teachers and learners to use a participatory approach. By doing so, we could help one another develop critical perspectives and take action by producing an action plan in classrooms.

Professional development of teacher educators has received growing attention in recent years owing to their important role in preparing teachers for schools and universities, however, female-dominated mid-career EFL teacher educators in regional teacher education universities remain underexplored. This study examined 18 female experienced teacher educators' professional state, teaching beliefs and competence in a non-elite teacher education university. A combination of longitudinal observations, questionnaires, individual interviews, and official documents was employed to gather data. The results reveal the participants' plateauing indicated by their teaching-focused professional identity and the lack of personal and collective agency for professional development and organisational improvement. Personal and contextual factors were found to have caused their perceived lack of professional expertise, research inactivity in the pervading 'publish or perish' climate. The study yields implications to teacher educators, policymakers, and researchers in different educational and cultural contexts.

University faculty have the talent, creativity, and training to tackle the serious challenges confronting our education system today, but the incentive structure in universities is often at odds with real-world contributions. What tensions are experienced by faculty who may be interested in partnership-oriented, engaged scholarship? How can these tensions be addressed? This chapter explores the tensions, particularly in the context of education research-practice partnerships, and provide examples from universities that are taking steps to lessen the tensions and encourage faculty participation in partnerships. By adopting new structures and incentives, these universities are providing a pathway to engaged scholarship that may ultimately increase the power of research to address the problems that educators face each day. However, university leaders who are implementing institutional change must grapple with long-established norms and traditions, and show how new ways of assessing the value of research will benefit universities as well as their communities.

The important role of individual differences in affecting teachers' involvement in and professional development through research has received little systematic attention in theoretical discussions and empirical studies on teacher research. Therefore, relying on the available literature and our proposed theoretical models, we investigated the possible links among language teachers' Big Five personality traits, motivation to conduct research (through self-determination theory's intrinsic and extrinsic motivations alongside the avoidance motivation construct), and teacher research involvement (TRI). Using a survey method, data were gathered from 253 Iranian school English teachers (SETs) and subjected to correlational and structural equation modeling (SEM) analyses. Notably, SEM results demonstrated that Openness to Experience, Conscientiousness, Agreeableness, and Neuroticism significantly predicted the motivational constructs which themselves predicted TRI. Moreover, the effects of these four traits on TRI were fully mediated through the motivational constructs. Implications for theory, policymaking, and professional development in the teacher research field are proposed.

The study tests 3 research hypotheses on the teaching-research nexus using the administrative data of the HSE University in Russia for 7 years. We confirmed the hypothesis that a lower classroom teaching load is associated with higher research output. Undergraduate courses have a relatively higher negative effect, especially on the probability of producing research output at all. A higher concentration of teaching in some semesters or quarters looks rather ineffective as a way to stimulate higher research productivity. Only a moderate share of English-taught classes (about 20% of the teaching load) is associated with higher research output and only for publications in good international journals. The empirical part of the study is based on zero-inflated Poisson and zero-inflated negative binomial models. This study comes to contribute to the development of literature discussing a mechanism and possible implications in teaching load composition as an essential part of the academic contract.

This inquiry into the nature of feminist solidarity in the academic sciences is guided by the intra-activity of gendered bodies in teaching-intensive faculty positions. It uses diffractive methodology to examine how response-able research practice can account for enactment of social discourse through agential cuts. Over the course of a two-year ethnography in a university with high research activity, gender performativity in the contested space of feminized teaching and masculine science was analysed. This article aims to make visible how researcher subjectivities entangle with data collection. Results show how specific agential cuts -- alpha female, silencing, less-than-person, squashing passion, and staying to get tenure -- illuminate a unique diffractive pattern. The pattern troubles structural notions of feminist solidarity, as ethnographic participants marginalized by institutional hierarchies survive by queering it. Furthermore, the inquiry gestures towards a humble, local, and tentative contribution to post-human theorizing on 'queering the glass ceiling'.

The sabbatical provides an important illustration of the changing nature of academic life and is a symbol of the growing demands of performativity. Drawing on historical literature and archival sources concerning university sabbaticals at Australian and English universities, the paper demonstrates that underlying assumptions about its purposes have changed slowly, but markedly, over time. A shift has occurred from a conception of the sabbatical as a period of rest, recuperation and academic travel to one of hyper-productivity. This change is linked to the emergence of the so-called research university, the rise of performativity, and the increasing demands of an audit culture. The academic sabbatical is also an often forgotten but significant indicator of the internationalisation of universities in the nineteenth and early to mid-twentieth century.

Engagement in research is crucial for university academics to fulfil their tripartite roles related to teaching, research, and service. While there is a substantial literature that examines how academics perceive and engage in research, studies investigating research engagement of academics in the Global South remain limited. Employing a qualitative case study approach, this study examines Cambodian academics' research engagement. Data derived from interviews with 20 Cambodian academics from two universities show a low level of research engagement, much of which is in consultancy research. The academics' pervasive need to generate extra income through teaching and the absence of clear academic career paths at both national and institutional levels are major barriers to their research engagement. The findings of this study point to an underdeveloped and under-productive research environment, which potentially prevents Cambodia as a developing country from enhancing its competitiveness in the global knowledge economy and realising its aspirations to transform itself into a knowledge-based society.

Background: An instructor's conceptions of teaching and learning contribute to the establishment of learning environments that may benefit or hinder student learning. Previous studies have defined the continuum of teaching and learning conceptions, ranging from limited to complete, as well as the instructional practices that they help to inform (instructor-centered to student-centered), and the corresponding learning environments that these conceptions and practices establish, ranging from traditional to student-centered. Using the case of one STEM department at a research-intensive, minority serving institution, we explored faculty's conceptions of teaching and learning and their resulting instructional practices, as well as uncovered their perspectives on the intradepartmental faculty interactions related to teaching. The study participants were drawn from both teaching-focused (called Professors of Teaching, PoTs) and traditional research (whom we call Research Professors, RPs) tenure-track faculty lines to identify whether differences existed amongst these two populations. We used interviews to explore faculty conceptions and analyzed syllabi to unveil how these conceptions shape instructional environments. Results: Overall, PoTs exhibited complete conceptions of teaching and learning that emphasized student ownership of learning, whereas RPs possessed intermediate conceptions that focused more on transmitting knowledge and helping students prepare for subsequent courses. While both PoTs and RPs self-reported the use of active learning pedagogies, RPs were more likely to also highlight the importance of traditional lecture. The syllabi analysis revealed that PoTs enacted more student-centered practices in their classrooms compared to RPs. PoTs appeared to be more intentionally available to support students outside of class and encouraged student collaboration, while RPs focused more on the timeliness of assessments and enforcing more instructor-centered approaches in their courses. Finally, the data indicated that RPs recognized PoTs as individuals who were influential on their own teaching conceptions and practices. Conclusions: Our findings suggest that departments should consider leveraging instructional experts who also possess a disciplinary background (PoTs) to improve their educational programs, both due to their student-centered impacts on the classroom environment and positive influence on their colleagues (RPs). This work also highlights the need for higher education institutions to offer appropriate professional development resources to enable faculty to reflect on their teaching and learning conceptions, aid in their pedagogical evolution, and guide the implementation of these conceptions into practice.

The study aims to clarify how Finnish teacher educators integrate research and teaching to support their approaches to teaching. Research questions cover teacher educators' forms of research-teaching integration, approaches to teaching, and the relationship between them. With a survey methodology, the study obtained 101 responses with a questionnaire. Six forms of research-teaching integration were identified with a qualitative content analysis. Integrating research with teaching content was mentioned most often, whereas integrating research with teaching methods and applying inquiry-oriented methods in teaching were reported less. Three kinds of approaches to teaching were found by cluster analysis. The participants with different approaches differed in their ways of research-teaching integration. However, the differences were not statistically significant in Chi-square tests. The study contributes to the international research on teacher educators and the variety in research-teaching integration in teacher education. Future research could further explore the individual and contextual factors influencing their research-teaching integration.

A virtues-based approach to research ethics offers an alternative perspective to the rule-based approaches that dominate many current ethical regulations. For researchers engaging in insider research where ethical dilemmas can be complex and unpredictable, ethical decisions often need to be made on a case-by-case basis. This requires researchers to have greater awareness of the dispositions of their character to ensure appropriate and just decisions are made. In this paper, a virtues-based approach to research ethics is used as framework for reflecting on research conduct. Past experiences as a teacher-researcher engaging in an insider research project are drawn on and used to demonstrate the usefulness of this framework for reflection. It is argued that by engaging in such reflection, a researcher may be able to strengthen their awareness of the excellences of character required to navigate ethical dilemmas confidently and safely in future research endeavours.

In this study, we adopted a Teacher Research Group model, a collaborative approach to teacher education that draws on the principles of numerous action research models of enquiry. More specifically, a teacher educator worked alongside an experienced physical education teacher over a three-month period to plan, teach and evaluate a series of classroom-based lessons. The Teacher Research Group adopted five teaching strategies that were thought to be significantly related to optimal learning and then refined their use in response to an evaluation of pupils' learning in the classroom. This article outlines the context for this model, describes its application and finally reviews its value as a means of promoting shared professional learning. Adopting the Teacher Research Group model did lead to changes in teaching strategies and improvements in pupils' learning outcomes. Moreover, the model was an effective approach to shared professional learning, one that could lead to desirable change among education professionals elsewhere.

While the effects of governance reforms on research have been widely discussed, little is known about their consequences for teaching at universities. This study examines the issue by considering competitive funding programs for teaching currently being introduced in German universities using interviews to explore why universities introduce competitive funding programs for teaching and why academic staff participates. The findings illustrate narratives that are interpreted via Mintzberg's conception of 'professional bureaucracy' (1979). Funding programs appeal to academics' research identities, enabling them to utilize such programs autonomously for their benefit. The study concludes that funding programs are attractive because of their ability to foster innovative teaching and are particularly suitable semantically as they enable both university management and staff to pursue their multiple interests. University governance in the form of funding programs for teaching ultimately affects teaching, leading to specific forms of teaching governance and contributing to ongoing changes in academic identities.

University-industry research partnerships are crucial for promoting university entrepreneurship. Faculty as key instigators play a critical role in developing such partnerships. Previous studies demonstrate that faculty engagement depends on a diverse set of factors. Drawing on individual interviews with 76 faculty members from eight public and private universities in Kazakhstan, this study explores factors affecting faculty decisions to engage in industry research partnerships in a developing country. Applying the personal engagement theory, we found that despite perceiving industry partnerships as personally meaningful and being driven by extrinsic and intrinsic motivations, faculty engagement in industry research partnerships in Kazakhstan is limited. The reasons for this are faculty members' feelings of low safety and availability caused by structural-, organisational- and individual-level barriers and challenges. We also found that some of these barriers and challenges can be more specific for developing countries that tend to have immature economies, suffer from corruption, have limited research capacity, and invest less in research activities.

In order to achieve a university status, a teaching-focused private Malaysian University College promoted collaboration as an institution-wide strategy for developing the research capacity of staff. Enhancing collegiality was key to this strategy since resources for building research capacity were insufficient. Limited research exists on the role of collegiality in developing research capacities among academics, especially in the Global South and under such constraints. In Malaysia, a high-power distance country, difficulties arise in the practice of collegiality due to hierarchy and other socio-cultural expectations. In this qualitative study, insights into and experiences of this transition were sought in interviews with 18 academics. Collegial leadership and intellectual collegiality were identified as pivotal. Collegial leadership, which addressed the relationship between academics and institutional leaders, was lacking and participants mostly felt unsupported and disengaged under the dominant top-down, hierarchical, leadership style. Intellectual collegiality, which refers to the relationships participants had or wished to have with colleagues, was also challenging in that environment but held more promise. Actively promoting this through a process of assimilation and compromise could have been prioritised. Achievable and tangible research targets could have been negotiated so that becoming research active was a shared vision.

Internationally, changes to university funding arrangements have put pressure on the workloads of tenured academic staff and increased the reliance on casual academics to backfill teaching and research positions. Limited research has focused on the effects of casualisation on research academics and the institutions in which they work. This paper draws on interviews with 26 contract researchers, who have worked in the US, UK, and Australia. Drawing on the construct of 'Othering', identified in our interviews we explore the work of academics employed casually or on contract. Using a Foucauldian lens to make visible and disrupt regimes of truth about academic work, we found that there are numerous ways in which institutional discourses and practices marginalise casual academics and conceal the challenges they face. We argue that the disruption of dominant discourses about academic work is one way of supporting academics whose employment is insecure.

Practice-oriented educational research is renowned for its impact, both in educational practice and research. Yet, existing studies on the impact of practice-oriented educational research reflect a proliferation of ideas on what impact is, can or should be. This study aims to contribute to an in-depth understanding by establishing a theoretically informed and empirically substantiated conceptualisation of the impact of practice-oriented educational research. Based on current literature, a tentative conceptualisation in the dimensions scope, nature and progress, representing the who, what and when of change, is proposed. The tenability and completeness of this conceptualisation is subsequently investigated in a qualitative empirical study. Based on interviews, individual reflections and small-group discussions, the impact of 10 purposefully selected practice-oriented studies in secondary STEM-education in the Netherlands is compared to the tentative conceptualisation of impact. This results in an empirical substantiation and extension of the tentative conceptualisation. The presented conceptualisation of impact of practice-oriented educational research in terms of "scope," covering educational practice and research within the context of a study or beyond, "nature," including conceptual, instrumental and symbolic change, and "progress," comprising sustainability, timeframe, and stability of change, can facilitate and focus discussions, considerations and analyses of the impact of practice-oriented educational research.

This research investigates a cohort of bilingual Chinese teachers' use of a multimodal approach in their Chinese as a foreign language (CFL) teaching. The data include the participants' CFL teaching practices and their reflections on multimodal teaching as recorded in their theses and a focus group discussion. The theoretical underpinning of this paper is based on Paivio's dual coding theory (DCT) and Kress's social-semiotic theory (SST). This research found that the teachers' multimodal use in CFL teaching demonstrated their research-informed committed endeavour in designing content specific activities to achieve pedagogical purposes, utilizing some digital technologies as a resource. The uniqueness of the written form of the Chinese language availed these teachers the opportunity to engage the multiple modes and advance their own understanding of multimodality as a concept. This research also found the teachers' meaning making through the multimodality did not always equate to that of their students' due to their social and cultural differences.

This article is written as a confessional tale of the authors' experience of conducting a métissage research process on inclusive classrooms within a course as part of a graduate program. Amanda, the lead author, is a queer elementary school teacher, researching the 2SLGBTQIA+ community within local classrooms and schools, and the Tim is their instructor in a research methods course. Together, we worked to explore the métissage methodology through a confessional tale to unpack the process and to frame the performance piece shared as an anonymously read métissage based on three participants' voices: (1) a teacher and parent of a child with a disability; (2) an Indigenous teacher; and (3) the lead author's voice as a queer teacher. As Kluge (2001) explained, confessional tales represent the researcher's personal account through the reflexive process that they experienced in the beginning, during, and at the end of the research process. Confessional tale is the postscript that follows the research progression in a highly personal diary-like format (Van Maanen, 1988). A métissage is an arts-based research methodology where a series of narrative writings by single authors are woven together to create a larger, thematic text, with the intent of "transformation from the inside out" (Worley, 2006, p. 518). In this article, therefore, we offer insights from Amanda's reflective comments, with their critical friend Tim (course instructor), on both the métissage process and their commitment to use research to create safer spaces for all through promoting participatory lived experience insights on inclusivity.

Teacher educators must embody an equity-focused orientation when working with preservice teachers. The article shares insights gained from a quantitative exercise as part of a critical autoethnography project. We situate this project as professional development for two teacher education researchers. The goals were to deepen knowledge of and adeptness with equity focused, culturally responsive teaching practices in teacher education and to investigate the usefulness of quantitative data for studying equity pedagogies in teacher education. Findings are shared as learning examples that spurred us to affirm the need for critical mixed methods and to inform next steps in our own teacher education research. We also describe the messiness and unease we grappled with throughout the exercise. This work contributes to the on-going call for purposeful and systematic teacher preparation programming informed by teacher educators' deep knowledge of culturally responsive teaching practices as a pathway to realizing equity in education.

Anatomy-related departments have access to comparative research productivity data (e.g., Blue Ridge Institute for Medical Research), yet no datasets exist for comparing departments' general practices pertinent to education-focused faculty. Practice trends in anatomy-related departments across U.S. medical schools were explored by surveying departmental leaders. The survey inquired about: (i) faculty time allocations, (ii) anatomy teaching services, (iii) faculty labor distribution models, and (iv) faculty compensation practices. A nationally representative sample of 35 departments (of 194) responded to the survey. On average, anatomy educators are allotted 24% (median = 15%) protected time for research, irrespective of funding, 62% for teaching and course administration (median = 68%), 12% for service, and 2% for administration. Forty-four percent (15 of 34) of departments taught at least five different student populations, often across multiple colleges. Many departments (65%; 11 of 17) applied formulaic methods for determining faculty workloads, often as a function of course credits or contact hours. Average base salaries for assistant and associate professors reported by this survey were consistent (p = 0.056) with national means (i.e., Association of American Medical Colleges Annual Faculty Salary Report). Merit-based increases and bonuses averaged 5% and 10% of faculty's salaries, respectively, when awarded. Cost-of-living increases averaged 3%. Overall, departments' workload and compensation practices vary widely, likely a consequence of different institutional cultures, locations, needs, and financial priorities. This sample dataset allows anatomy-related departments to compare and reflect upon their practices and competitiveness in recruiting and retaining faculty.

The practice of students as partners can be applied to numerous facets of the university, including curriculum design, governance, and co-curricular programs. However, while scholars have also conceptualised that student partnership can occur through co-research, adoption is far from mainstream. In this paper, we seek to go 'under the hood' of students as partners in co-research by exploring and reflecting upon our own recent co-research project. By doing so we aim to understand why the practice of co-research with students has failed to gain widescale traction in higher education. To support our study, we use collective autoethnography which helps to structure our reflections of the co-research process and create dialogue and shared understanding among the research team. Our findings identify two central points of tensions that prohibit partnership in co-research, including how to best support collaborative and reciprocal learning between students and staff in research projects and how students' contributions can be reconceptualised to be different, yet equal, to experienced researchers. Through our findings, we advocate for universities to consider sustainable practices to support students in co-research and for scholarly journals to reflect on how student authors can be appropriately recognised.

The Ministry of Education and the Ministry of Science and Technology in Mainland China have stressed facilitating knowledge transfer of research output in recent years. By facilitating this transfer, the government aims to enhance authentic productivity and boost economic development. Due to this facilitation, universities have encouraged academics to conduct applied projects. To examine this process, this study employed a qualitative research method, carrying out in-depth interviews with 20 academics in a third-tier university in Mainland China. The study observed that first, academics were torn between academic and applied projects. Second, the status of being in a third-tier university affected academics' participation in applied research. Third, project leaders had to perform specific roles (including the work of managerial professionals) as academic entrepreneurs. Social connections (guanxi) played a prominent role in academic entrepreneurship in the authors' case study.

Purpose: This paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action research course in English language teaching. It reflects on the different procedures of my mentoring model, enriched by the dialogic research mentoring strategies informed by Freire's dialogic pedagogy. Design/methodology/approach: Through this first-person action research, the author aims to improve her teacher-research mentoring practice. As an inquiry into her own actions, the author examines her experiences, her understanding of them, and the potential meaning for her work as a teacher-research mentor during the two years she tutored the action research course. The author explores the procedures of the mentoring model she developed and the effectiveness of dialogic research mentoring in promoting critical consciousness and taking positive action in pre-service English language teachers. Findings: Effective actualization of the teacher-research mentoring process facilitates mentors' refinement and understanding of their roles during teacher-research mentoring. Perceived barriers can be overcome by adopting nine relevant strategies, which can be grouped into three themes: community-building, nurturing competencies, and fostering growth. Accordingly, the research mentoring model incorporates these strategies. Originality/value: The insights enriched the existing knowledge of the dynamics of mentoring in general and of teacher-research in particular. Additionally, the study offers strategies developed based on my informed actions as the researcher to attain more effective outcomes during the research mentoring process.

We analyse a training proposal in the Degree in Early Childhood Education at the University of Cantabria (Spain), which consists of the elaboration of a critical and collaboratively created dictionary of concepts identified as important by the participating students. Through enquiry projects in which they adopt the role of researchers, they construct new definitions that affirm the plurality of languages and diversity of experiences and knowledge that form part of the school reality. These three enquiry projects allow us to discuss the diverse professional models of early childhood education (the maternalistic assumption, the outcome pedagogy and the critical ecology of the profession). In addition, we describe and analyse the enquiry processes employed with a special focus on listening processes for the different voices (non-directivity or respect for ideas in their interpretation and representation) and the difficulties encountered. Finally, the proposal makes it possible to explore the political and structural implications of teacher training (the theory-practice relationship and the need for an integrated training model).

Scholarly publications are a key component of academics' development in their roles as teachers and researchers. Writing groups seem to be effective to accompany this process as participants share their texts to improve them through peer feedback. To help academic developers in the understanding and implementation of faculty writing groups, a detailed analysis of what members talk about during their meetings was carried out with three Ecuadorian writing groups, complemented by in-depth interviews. Results show that in all groups most interactions focused on their common goal, the text and comments, and the organization of their meetings, supported by the facilitator.

The workplace for early-career researchers (ECRs) in STEMM (science, technology, engineering, mathematics and medicine) is highly competitive; ECRs urgently need to publish and attract funding to secure their next job. The literature suggests this environment is more difficult for women than for men. They start the postdoctoral period in equal numbers; however more women leave academia than men and women are under-represented at the senior levels. Interviews of eight women who had recently left academic research explored their reasons for the change, providing insight into the difficult decision-making processes and the largely beneficial outcomes of their choices of new careers.

Research is needed to explain in more depth what happens and why in teacher-researcher collaboration. Previous research on collaboration points out issues such as asymmetric power relations and cultural differences between professions that can potentially cause problems. This paper examines a Swedish action research project in which teachers and researchers worked together to write a textbook for pre-service teacher education. To study the collaboration, theory on recognition was used to interpret how teachers and, to some extent, researchers understand and value themselves and each other's participation and contribution. Data was collected from a two-day dialogue meeting in the middle of the process where teachers and researchers met to discuss their on-going writing. The result shows that, through well-structured dialogues, the participants transformed their understanding and valuing of both themselves and others in relation to the task of producing new didactical knowledge. This is interpreted as transformed self-recognition for the teachers, who started to acknowledge themselves as knowledge producers. This transformation was crucial for developing the mutual recognition through which new didactical knowledge emerged as a result of the collaboration.

Practitioner enquiry is a well-established approach to professional learning that can facilitate teachers' pedagogical knowledge and improve their educational practice. That said, practitioner enquiry is less frequently seen in physical education (PE) initial teacher education and in the general practice of PE teachers. This study examines the experiences and perceptions of 17 secondary PE preservice teachers (PTs) who completed a small-scale practitioner enquiry as part of their one-year postgraduate initial teacher education programme. A questionnaire and group interviews -- conducted before, during, and at the end of the small-scale enquiry -- were used to generate data. The findings revealed that the practitioner enquiry promoted greater collaboration between the PTs and their school-based mentors as they worked together to develop their shared understanding of the teaching and learning process. The practitioner enquiry also facilitated the PTs' critical engagement with pedagogical research, enhanced their curricular knowledge and nurtured their independent professional identity.

The relationship between teaching and research in the modern university has been the subject of vigorous scholarly enquiry in the education literature for several decades. Few international comparative studies are reported in the literature. This study compares and discusses the teaching-research nexus (TRN) in accounting in three international regions: the UK and Ireland (UKI); Australia and New Zealand (ANZ); and South Africa (SA). The purpose of this study is to provide evidence of that the TRN empirical model operates in the different regions, and more so to describe the TRN that remains challenging for the accounting academic profession globally. Positive synergies from the TRN are evident in all jurisdictions in this study but are largely ignored by academic institutions and professional accounting bodies (PABs) that influence the university accounting curriculum. Formal government research assessment measures, coupled by PABs pressures, result in accounting becoming more a teaching-led rather than research-informed academic discipline. This has implications for: the status of accounting academics; the public perception of the professional standing of accounting in society; and the learning experiences of accounting students.

This study sought to investigate the impact of COVID-19-induced flexible work arrangements (FWAs) on gender differences in research outputs during COVID-19. A mixed research methodology was used, focusing on higher learning institutions in Zimbabwe. Purposive sampling was applied to select 250 researchers from the 21 registered universities in Zimbabwe. The study's findings revealed that institutions of higher learning in Zimbabwe did not provide the necessary affordances to enable both male and female academics to work from home effectively. The study also established that FWAs were preferred and appreciated by both male and female academics. However, whilst both male and female academics performed their teaching responsibilities without incident, unlike males, females struggled to find time for research, thus affecting professional growth and development negatively for female academics. Cultural traditions were found to subordinate females to domestic and caregiving responsibilities unrelated to their professions. The findings raise questions on the feasibility of the much-recommended FWAs for future work on female academics' research careers. Thus, without the necessary systems and processes to support female researchers, FWAs can only widen the gender gap in research outputs. This study contributes to the Zimbabwean higher learning institutions' perspective on how FWAs' policies and practices could be re-configured to assist female researchers in enhancing their research outputs as well as their career growth.

A common idea of research lies in association with virtues of open-mindedness, pursuit of truth and the liberation of humanity from burdens of prejudice. Aside from this "blue skies" picture of scientific research we have "practitioner research" designed by teachers to improve the quality of the education they provide in classrooms. And third, there is "policy research" by government, which is designed to monitor and implement political values into schools and classrooms under its aegis. This article explores the educational research policy which the Scottish Government has recently published. It argues that its approach to education policy research will weaken the professional standing and autonomy of teachers. That policy agenda will result in the proletarianisation of classroom educators. A dimension of this government's policy shifts research out of education into the hands of quasi-private companies. The outsourcing of research contracts to companies illustrates ideological values. Besides the government's general policy orientation to education research, its subcontracting model reinforces the assumption that valid and reliable research on education does not require the nuanced expertise of classroom practitioners. The government's politics also disfavour university education researchers. The outcome of marginalising these two elements of the education world ensures evidence-informed policymaking incorporates neoliberal values. Research companies operate in the capitalist free market and, to survive, must satisfy their customers. Management of schooling by means of abstract scientific data that monitors and judges teacher performance is an international norm. That destructive, ideologically driven trend undermines the local expertise of schools and reduces the autonomy of schoolteachers who are employed in schools. The policy culture so described, it is concluded, will re-model the profession, recast what counts as professionalism and in this process trash the accumulated wisdom of generations of committed and caring teachers.

Practitioner Inquiry (PI) is the systematic, intentional study of one's professional practice. It makes reflective teaching visible and actionable. In this article, we reflect on our experiences as practitioner researchers across elementary, secondary, and teacher education and engage in critical conversations with one another to present a common discourse around the complexities of PI. We elucidate the ways that PI positions literacy educators as self-directed learners, agents of change, and storytellers to recenter literacy teaching and learning.

Open access (OA) publishing presents university librarians, administrators, and faculty researchers with a paradox of both opportunities and challenges. For faculty researchers in particular, the decision of whether to pursue OA publication of their scholarship is driven by their perceptions of the credibility and quality of OA publishing. While there is a variety of extant literature broaching these perceptions, there are few quantitative analyses with an n greater than 100 respondents, and a notable lack of research in the United Arab Emirates (UAE). This study mitigates this gap in scholarship regarding OA publishing, offering a quantitative analysis of a survey sample of 134 UAE faculty researchers. We find statistically significant findings regarding the relationship between one's position on OA and length of publishing career and professorial rank. Similarly, we find that those with favourable views of OA publishing are more likely to believe that OA journals are peer reviewed, increase likelihood of being cited, allow authors to repost content, and are a more principled alternative to traditional publishers. Those who believe that their research should be freely available to all readers or that OA publishing broadens their research impact were also highly likely to hold favourable views of OA publishing. Finally, our findings suggest that support for OA publishing at the departmental and institutional level remains ambiguous, with findings yielding contradicting results on the matter. The study contributes to content regarding scholarship, library science, and university administration.

In this paper, I explore the importance of incorporating principles of social justice and cultural awareness in 21st century education. Specifically, I explore the utilization of autoethnographic research as a powerful tool for non-Indigenous teachers to enhance their cultural awareness. To illustrate this, I present a vignette featuring an Australian Indigenous child deeply connected to his culture to describe how a culturally insensitive school counsellor misdiagnosed him with a global developmental delay. In contrast, the child's teachers strived to avoid cultural insensitivity and challenge institutional racism by assessing the child and taking into account local funds of knowledge. To enrich the understanding of cultural competence, I integrate Bronfenbrenner's (1979) social ecological model, a global framework, with the Australian Early Years Learning Framework (EYLF). The EYLF, developed based on the United Nations Convention on the Rights of the Child, reinforces the importance of international children's rights and may support non-Indigenous teachers' understanding of Indigenous children. By combining these approaches, educators can foster a culturally aware and inclusive environment for their students.

This study examines 12 lessons undertaken with a Year 5 English Language Arts elementary class where students are explicitly introduced to a grammar for critical visual literacy. The goal is to apprentice students into political participation by developing their skills for critically reviewing and redesigning visual texts on the school website. The research is presented as an exploratory qualitative case study of a visiting teacher-researcher who collects data through audio and video recordings of students' learning, work samples, and semi-structured interviews where students reflect on their learning outcomes. Data from four case study students are analysed to document which teaching and learning experiences support the development of students' critical visual literacy practices and the way they respond to the political participation apprenticeship. The findings are that various students demonstrate their critical visual literacy skills through different activities within the unit of work, and that students are consciously supportive of their apprenticeship into the various dimensions of political participation.

This article (a) explores the experience of an early childhood teacher researcher as she intentionally uses interactive read-alouds to promote social justice and to encourage critical consciousness in her preschool classroom and (b) offers guidance for educators to embark on their own social justice journey. Over the course of a 2-year study, the teacher engaged the children with 12 books. Findings describe the personal and professional evolution of the teacher researcher as social justice became her "way of being." As she studied and reflected on issues of oppression and equity, and considered her own classroom read-alouds, she shifted her approach from centering social-emotional learning to social justice. This shift was marked by changes in book selection and presentation and by two key turning points. Findings also detail the roles the teacher adopted as she explored books with her students and illustrate how these roles supported and prompted social justice. Self-reflection points and steps are included to support educators in teaching for social justice.

Despite their growing prominence in academia, female researchers have encountered a number of challenges emerging from their household, institutional and societal obligations. More specially, studies investigating female academics' pursuits of research and publication from a situated perspective remain relatively limited. This study aims to explore the barriers hindering female Vietnamese teachers of English, their resilience and personal efforts in their research pursuits. Agency is utilised as the key theoretical construct to shed light on teachers' research engagement in temporal and relational contexts that call for certain actions. Biographical data from the case studies of two female language teachers working at a public university in Ho Chi Minh City (aged 45 and 34 respectively) were gathered by using critical reflection and timeline interviews. Findings reveal the critical incidents underpinning the two teachers' research involvement within the complexity of roles, socio-cultural norms and expectations concerning gender issues that are situated in different settings and at various timescales. These elements significantly impact on the ways in which they exercised their agency in fulfilling their research commitment and other obligations. The present study provides significant implications for policy makers and stakeholders in facilitating and promoting pro-active research involvement among female academics as well as enabling them to develop strategies for tackling the obstacles in their research endeavours.

This study aimed to identify the difficulties that face school teachers in conducting educational research and ways to overcome them. It also aims to explore the impact of some variables, such as academic qualification and years of experience, on these difficulties. To this end, a descriptive approach was adopted and a questionnaire was designed and administered to 502 male and female teachers. The first section of the questionnaire examined the difficulties in four dimensions, namely cognitive, administrative, technical, and personal issues; the second investigated some proposed ways to overcome such difficulties. The study concluded that the level of difficulties in the various areas was high. The highest was for personal difficulties, while the highest level in the section that tackled ways followed to overcome difficulties was for the item that stated, "reducing the professional burdens placed on teachers in exchange for the motivation provided to conduct educational research." One of the crucial recommendations of the study is to develop pre-service teacher education programs that prepare teachers' capabilities for conducting educational research.

This study aims to advance global readers' understanding of the scholarly publishing (SP) activity system experienced by six English language teaching (ELT) Indonesian lecturers using the activity theory as a framework that focuses on its concepts of contradiction, boundary objects, and boundary crossing. Semi-structured interviews were used to understand the six participants' experiences and practices as researchers in producing scholarly material for international publication. Primary obstacles to their scientific publication came in the form of excessive workload, lack of funds, and lack of access to international journals. Nevertheless, the participants were able to surmount the arising challenges by treating them as bridging tools to connect their teaching, research, and community services. The findings raise important theoretical and practical issues dealing with the coping strategies for SP activity system as applied by the participants, which are: (1) crossing boundaries by conducting research-based teaching and community service; and (2) reconstructing the scientific publication activity system from individual to collaborative SP. One implication is the understanding of how participants manage crisis by connecting their multiple activity systems as objects to overcome obstacles occurring in their scholarly publishing activity system.

The focus of this study is an academic development program for doctoral students which takes a broadened perspective. A thematic analysis of interviews with 23 program graduates provides insight into the perceived value of the program; graduates' learning about teaching in a multidisciplinary environment; their reflections on changes in perceptions of teaching; and the challenges they experienced. Results suggest that an integrated approach to academic development can contribute to doctoral students' simultaneous development as teachers and researchers, prepare them for multidisciplinary collaborations, and foster reflective disciplinary practice. Nevertheless, the simultaneous cultivation of academic and research development should be staged to reinforce an integrated perspective on academic work.

This article examines leadership and practitioner professional learning (PL) across two multi-school networks. This ethnographic empirical study involved the development of research communities comprised of teacher-led research projects in collaboration with academic researchers (ourselves). We explore what the impact this type of PL and our role as 'outsiders' had on developing teacher agency and teacher/leader identity, and how "leadership for professional learning" (LfPL) emerged through these research activities. Our research sites were a Multi-Academy Trust (MAT) and a Teaching School Alliance (TSA) in England. Ethnographic data were collected over a three-year period. Significantly, our approach to understanding the complexity of these learning contexts draws upon socio-cultural theory, particularly Figured Worlds to construct understandings of PL within an identity and agency framework. Further, it utilises the Bakhtinian concept of "outsideness" to theorise how knowledge is mobilised through these collaborations. This approach offers novel insights for conceptualising LfPL as the intra-actions and practices of our research participants as they mediate our entangled PL spaces as leaders, teachers and researchers, together with developing understandings of the complexity of academic positionality as 'the more knowledgeable other' among those who are actually in the know.

In this article, we contest globalised notions of data as 'universally' beneficial, necessary and 'evidence-based'. We do so by drawing upon narrative accounts of the problematic ways data impact educators researching and working in university and schooling settings over time and in varied national contexts. We reveal how data are transient and often erroneous, even as data appear omnipresent and omnipotent. Employing an auto-ethnographic storytelling approach, we draw upon our diverse experiences as educators working within and across multiple national and subnational contexts -- in England, Singapore, Bangladesh and Australia -- to reflect on how data have reconstituted and recalibrated our experiences in school and university settings. We seek to break the 'myth' of data -- that we cannot live without the supposedly complete construction of work and life that dominant, reductive assemblages of data provide. In doing so, we argue for the reimagination and demystification of broader data regimes.

This study aimed to examine obstacles to foreign language teacher educators' research development. Phenomenology was adopted to probe the issue from seven experienced EFL (English as a foreign language) teacher educators' perspectives, who did not appear to be highly research-productive. Multiple sources of data were employed, including longitudinal participant observations, semi-structured individual interviews and informal conversations. It was found that the participants' research development had long been constrained by the interplay of personal and contextual factors. Personal factors include their attitudinal resistance, academic weaknesses and work-family tensions. Contextual factors involve the managerialist approach in higher education and limited ongoing academic support at the meso and macro levels. The study suggests that teacher educators' professional identity reconstruction and professional wellbeing should be a top agenda.

The growth, internationally, in professional doctorates over the last 25 years has been well documented, as are the forms, fields and disciplines that such doctorates embrace. Yet relatively little is known about the professional tensions teachers encounter, in relation to their positionality, when carrying out doctoral research in the schools where they work. This paper draws attention, not only to the contribution the Professional Doctorate in Education (EdD) makes to research as a whole, but also to the significance of teachers as invaluable members of the research community. Findings will be presented from interviews with 30 senior teachers from schools in England who are carrying out practitioner research as part of their doctoral studies. The paper draws attention to how power relations in the research process ferment the structural and agentic concerns of the participants in this study when discussing their researcher positionality. The scholarly significance of this study is its contribution to knowledge of how schools are increasingly becoming both sites of research and research-rich environments. With its focus on researcher positionality the paper draws attention not just to the tensions and dilemmas these participants encounter on their doctoral journey, but also to the importance of teacher researchers and their role in research knowledge production.