Call for Papers: Development of Teacher Research as a Form of Developing Teacher Pedagogical Practice
Guest Editors: Blerim Saqipi and Janez Vogrinc
Modern society is characterised by rapid and continuous changes that are reflected both in the whole of the education system and in the pedagogical practices and tasks of the teacher. The nature of teachers’ work has been evolving, and continuous demands are placed on teachers, reflecting the need to develop teachers who can understand their practice and identify solutions to practical problems. This has raised the question of how we need to prepare teachers to perform research tasks as a form of responding to this view of the complex role of teachers.
The idea of teachers conducting research on educational practice has a long tradition. It originated from the work of the 1973-1976 Ford Teaching Project in the United Kingdom. Stenhouse’s (1975) views of educational research imply that research is an integral part of the role of the teacher. Stenhouse has rejected the view that educational change can be achieved by offering teachers ready-made teaching packages, arguing instead for a process in which teachers would be more involved in developing the teaching and also research work in the field of education. This raises the point of seeing teacher research (not only action research but also other forms of research) as a form of professional development.
The benefits of teacher research can easily be seen. Various studies (see Visser-Wijnveen, van der Rijst & van Driel, 2015) showed that students perceived benefits as well as challenges when links between research and teaching were emphasised. Thus, there is no question on the need to train teachers to conduct research on their practice. It is more a question of how the conceptualisation and operationalisation of teacher research can be further advanced to better serve the current contexts and realities of national and transnational policy contexts. This is the main purpose of this focus issue.
Therefore, theoretical and empirical articles are welcome for this issue to contribute to new insights of developing teacher research. Specifically, articles are encouraged to address the themes of:
- Teacher understanding of the meaning and purpose of research;
- Role of initial teacher education in developing teacher research;
- Role of in-service development and school cultures in developing teacher research;
- Outcomes of teacher research on effective pedagogical practice in classrooms;
- The shift in viewing and contexts of developing teacher research practice;
- Effective forms of seeing teacher research as forms of professional development;
- Different research approaches in teacher education.
Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. London: Heinemann
Visser-Wijnveen, G. J., Van der Rijst, R. M., and Van Driel, J. H. (2016) A questionnaire to capture students’ perceptions of research integration in their courses. Higher Education, 71, pp. 473–488.
Article submission timeline:
30 March 2019: submission of paper title and abstract [250 words max.]
30 December 2019: paper submission [between 5,000 and 7,000 words]
September 2020: publication of the focus issue in the CEPS journal
Please send the abstract to firstname.lastname@example.org and clearly state the title of the focus issue.
When preparing the manuscript, please follow our guidelines, available here: