A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Collaborative professional practice for strengthening teacher educator identities in Eritrea (2022)


Posti-Ahokas, H., Idriss, K., Hassan, M., & Isotalo, S. (2022). Collaborative professional practice for strengthening teacher educator identities in Eritrea. Journal of Education for Teaching, 48(3), 300-315. https://doi.org/10.1080/02607476.2021.1994838


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Posti-Ahokas, Hanna; Idriss, Khalid; Hassan, Meriem; Isotalo, Sara

Lehti tai sarja: Journal of Education for Teaching

ISSN: 0260-7476

eISSN: 1360-0540

Julkaisuvuosi: 2022

Ilmestymispäivä: 31.10.2021

Volyymi: 48

Lehden numero: 3

Artikkelin sivunumerot: 300-315

Kustantaja: Routledge

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1080/02607476.2021.1994838

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/78544


Tiivistelmä

Strengthening the identities of teacher educators is critical to quality teacher education and implementing change in the education sector. This study examines the professional identities of Eritrean teacher educators and how these identities can be strengthened through collaborative professional practice in a challenging context currently under reform. The focus is on the professional capacity building activities at the College of Education in Eritrea, which were implemented in collaboration with Finnish education partners. The paper reports on findings from an action-research informed study of a semester-long series of professional development seminars and an interview study with individual teacher educators. The qualitative content analyses of seminar participants’ drawings, evaluations and interview data focus on: 1) identifying critical issues that support the formation of teacher educator identities, and 2) understanding how collaborative practice at the institutional level can support the strengthening of professional identities. The findings point to potential ways of creating critical colleagueship and more purposeful, contextually relevant approaches for professional development in teacher education. The need for strengthening the identities of teacher educators’ through bottom-up processes and in collaboration with international partners is highlighted.


YSO-asiasanat: opettajankoulutus; opettajat; ammatillinen kehitys; ammatti-identiteetti; yhteisöllinen oppiminen; oppiva organisaatio; kansainvälinen yhteistyö

Vapaat asiasanat: Eritrea


Liittyvät organisaatiot


OKM-raportointi: Kyllä

Raportointivuosi: 2022

Alustava JUFO-taso: 1


Viimeisin päivitys 2022-20-09 klo 15:31