Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo

  • Fjolla Kaçaniku Faculty of Education, University of Prishtina, Kosovo
Keywords: initial teacher education, programme goals and values, student teacher, teacher educator practice, teacher-researcher development


The teacher-researcher is a prevailing concept in the post-professionalism age of teacher education. The development of teacher-researchers is discussed alongside reforming initial teacher education programmes as research-based. At this time, there is no consensus regarding the understanding and methodologies of teacher-researcher development. The purpose of this study is to examine student teachers’ and teacher educators’ understandings of and approaches to teacher-researcher development in initial teacher education in Kosovo within the research-based education movement. The study used a qualitative research design. The data were collected through open questionnaires (n = 270 student teachers), interviews (n = 15 teacher educators), and programme content (n = 5) at two initial teacher education institutions in Kosovo. Using Healey and Jenkins’s research curriculum categories as a guiding framework, the study identified four clusters of contradictory understandings and approaches relating to teacher educator practice and programme values and goals, fragmenting the context of teacher-researcher development in Kosovo. In order to build consensus in teacher-researcher development, coordinated efforts are recommended to address the current isolated and differing understandings and practices within the broader context of initial teacher education.


Download data is not yet available.


Afdal, H. W., & Spernes, K. (2018). Designing and redesigning research-based teacher education. Teaching and Teacher Education, 74, 215–228. https://www.sciencedirect.com/science/article/abs/pii/S0742051X17314476?via%3Dihub

Alvunger, D., & Wahlström, N. (2017). Research-based teacher education? Exploring the meaning potentials of Swedish teacher education. Teachers and Teaching, 24(4), 332–349.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Buchberger, F., Campos, B. P., Kallos, D., & Stephenson, J. (2000). Green paper on teacher education in Europe: high quality teacher education for high quality education and training. Thematic Network on Teacher Education in Europe. Umea University.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.

Darling-Hammond, L. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), 83–91.

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.

Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.

Griffiths, R. (2004). Knowledge production and the research-teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709–726.

Hargreaves, A. (2003). Teaching in the knowledge society. Education in the age of insecurity. Open University Press.

Healey, M. (2005). Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 67–78). Open University Press/McGraw-Hill Education.

Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. Higher Education Academy.

Jyrhämä, R., Kynaslahti, H., Krokfors, L., Byman, R., Maaranen, K., Toom, A., & Kansanen, P. (2008). The appreciation and realization of research-based teacher education: Finnish students’ experiences of teacher education. European Journal of Teacher Education, 31(1), 1–16.

Kaçaniku, F. (2017). The impact of the Bologna Process in Kosovo: Prospects and challenges. Journal of the European Higher Education Area, 8(4), 57–76.

Kaçaniku, F. (2020). Towards quality assurance and enhancement: The influence of the Bologna Process in Kosovo’s higher education. Quality in Higher Education, 26(1), 32–47.

Kaçaniku, F., Gjelaj, M., & Saqipi, B. (2019). Context guided instruction to develop reflection competence of education professionals. Review of Education, Pedagogy, and Cultural Studies, 41(1), 48–67.

Krokfors, L., Kynäslahti, H., Stenberg, K., Toom, A., Maaranen, K., Jyrhämä, R., Byman, R., & Kansanen, P. (2011). Investigating Finnish teacher educators’ views on research based teacher education. Teaching Education, 22(1), 1–13.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.

Munthe, E., & Rogne, M. (2015). Research based teacher education. Teaching and Teacher Education, 46, 17–24. https://www.sciencedirect.com/science/article/abs/pii/S0742051X14001322

Niemi, H. (2008). Advancing research into and during teacher education. In B. Hudson & P. Zgaga (Eds.), Teacher education policy in Europe: A voice of higher education institutions (pp. 183–208). University of Umeå.

Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting professional competences in Finnish teacher education. Teaching and Teacher Education, 43, 131–142. https://www.sciencedirect.com/science/article/abs/pii/S0742051X14000821

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13. https://journals.sagepub.com/doi/full/10.1177/1609406917733847

Puustinen, M., Säntti, J., Koski, A., & Tammi, T. (2018). Teaching: A practical or research-based profession? Teacher candidates’ approaches to research-based teacher education. Teaching and Teacher Education, 74, 170–179. https://www.sciencedirect.com/science/article/abs/pii/S0742051X17310661?via%3Dihub

Saqipi, B. (2019). Teacher education policy discourse in the midst of system reorganisation and policy transfer: Lessons for small and developing countries. International Journal of Management in Education, 13(1), 28–39.

Saqipi, B. (2020). Using activity systems theory to understand change process in developing teacher as researcher at master level studies. International Journal of Learning and Change, 12(1), 1–14.

Saqipi, B., & Vogrinc, J. (2016). Developing research competence at pre-service teacher education. Didactica Slovenica, 31(2), 101–117.

Stenhouse, L. (1981). What counts as research? British Journal of Educational Studies, 29(2), 103–114.

Toom, A., Kynäslahti, H., Krokfors, L., Jyrhämä, R., Byman, R., Stenberg, K., Maaranen, K., Kansanen, P. (2010). Experiences of a research-based approach to teacher education: Suggestions for future policies. European Journal of Education, 45(2), 331–344.