The researcher inside me:  A quest for meaningful research in a shifting academic landscape

A. de Heer; M.M. van Rijswijk; J.I.G.M. Tuithof

doi:10.1007/978-981-10-8105-7_16

The researcher inside me: A quest for meaningful research in a shifting academic landscape

A. de Heer, M.M. van Rijswijk, J.I.G.M. Tuithof

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

Abstract

We are three university-based teacher educators who, in this contribution, reflect on our development as researchers. From 2000 onward, our participation in the world of research has become more intensive. As a result, our images of research and our thoughts about the importance of research to teacher education have changed. Collaboration and self-study proved to be essential during our journey, as these enabled us to better understand our own incentives for doing and using research in the context of teacher education. Together the three of us formed a small self-study group that supported our journey as it enabled us to collaboratively reflect on our transition from teacher educator to a new identity of teacher educator/researcher. This transition took place in a changing academic landscape, where educational research became an important and new task of teacher educators and where teacher education was reorganized and repositioned within the university. The journey described in this chapter started in 2007, when one of us (Ari de Heer) participated in the first Dutch trajectory for self-study research aimed at teacher educators (Lunenberg et al. 2010). His participation in this trajectory further improved our understanding of self-study research and helped us to become more familiar with the international self-study community.

Original language	English
Title of host publication	Teaching, learning and enacting of self-study methodology
Subtitle of host publication	Unraveling a complex interplay
Editors	Jason K. Ritter, Mieke Lunenberg, Kathleen Pithouse-Morgan, Anastasia P. Samaras, Eline Vanassche
Place of Publication	Singapore
Publisher	Springer
Chapter	II
Pages	149-162
ISBN (Electronic)	978-981-10-8105-7
ISBN (Print)	978-981-10-8104-0
DOIs	https://doi.org/10.1007/978-981-10-8105-7_16
Publication status	Published - 2018
Event	Symposium Loep/self study - Fontys, Tilburg, Netherlands Duration: 10 Oct 2018 → 10 Oct 2018

Publication series

Name	Self-Study of Teaching and Teacher Education Practices 19

Conference

Conference	Symposium Loep/self study
Country/Territory	Netherlands
City	Tilburg
Period	10/10/18 → 10/10/18

Access to Document

10.1007/978-981-10-8105-7_16

de heerFinal published version, 375 KBLicence: Taverne

Cite this

de Heer, A., van Rijswijk, M. M., & Tuithof, J. I. G. M. (2018). The researcher inside me: A quest for meaningful research in a shifting academic landscape. In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, A. P. Samaras, & E. Vanassche (Eds.), Teaching, learning and enacting of self-study methodology: Unraveling a complex interplay (pp. 149-162). (Self-Study of Teaching and Teacher Education Practices 19). Springer. https://doi.org/10.1007/978-981-10-8105-7_16

de Heer, A. ; van Rijswijk, M.M. ; Tuithof, J.I.G.M. / The researcher inside me : A quest for meaningful research in a shifting academic landscape. Teaching, learning and enacting of self-study methodology: Unraveling a complex interplay. editor / Jason K. Ritter ; Mieke Lunenberg ; Kathleen Pithouse-Morgan ; Anastasia P. Samaras ; Eline Vanassche. Singapore : Springer, 2018. pp. 149-162 (Self-Study of Teaching and Teacher Education Practices 19).

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title = "The researcher inside me: A quest for meaningful research in a shifting academic landscape",

abstract = "We are three university-based teacher educators who, in this contribution, reflect on our development as researchers. From 2000 onward, our participation in the world of research has become more intensive. As a result, our images of research and our thoughts about the importance of research to teacher education have changed. Collaboration and self-study proved to be essential during our journey, as these enabled us to better understand our own incentives for doing and using research in the context of teacher education. Together the three of us formed a small self-study group that supported our journey as it enabled us to collaboratively reflect on our transition from teacher educator to a new identity of teacher educator/researcher. This transition took place in a changing academic landscape, where educational research became an important and new task of teacher educators and where teacher education was reorganized and repositioned within the university. The journey described in this chapter started in 2007, when one of us (Ari de Heer) participated in the first Dutch trajectory for self-study research aimed at teacher educators (Lunenberg et al. 2010). His participation in this trajectory further improved our understanding of self-study research and helped us to become more familiar with the international self-study community.",

author = "{de Heer}, A. and {van Rijswijk}, M.M. and J.I.G.M. Tuithof",

year = "2018",

doi = "10.1007/978-981-10-8105-7_16",

language = "English",

isbn = "978-981-10-8104-0",

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de Heer, A, van Rijswijk, MM & Tuithof, JIGM 2018, The researcher inside me: A quest for meaningful research in a shifting academic landscape. in JK Ritter, M Lunenberg, K Pithouse-Morgan, AP Samaras & E Vanassche (eds), Teaching, learning and enacting of self-study methodology: Unraveling a complex interplay. Self-Study of Teaching and Teacher Education Practices 19, Springer, Singapore, pp. 149-162, Symposium Loep/self study, Tilburg, Netherlands, 10/10/18. https://doi.org/10.1007/978-981-10-8105-7_16

The researcher inside me: A quest for meaningful research in a shifting academic landscape. / de Heer, A.; van Rijswijk, M.M.; Tuithof, J.I.G.M.
Teaching, learning and enacting of self-study methodology: Unraveling a complex interplay. ed. / Jason K. Ritter; Mieke Lunenberg; Kathleen Pithouse-Morgan; Anastasia P. Samaras; Eline Vanassche. Singapore: Springer, 2018. p. 149-162 (Self-Study of Teaching and Teacher Education Practices 19).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

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T1 - The researcher inside me

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N2 - We are three university-based teacher educators who, in this contribution, reflect on our development as researchers. From 2000 onward, our participation in the world of research has become more intensive. As a result, our images of research and our thoughts about the importance of research to teacher education have changed. Collaboration and self-study proved to be essential during our journey, as these enabled us to better understand our own incentives for doing and using research in the context of teacher education. Together the three of us formed a small self-study group that supported our journey as it enabled us to collaboratively reflect on our transition from teacher educator to a new identity of teacher educator/researcher. This transition took place in a changing academic landscape, where educational research became an important and new task of teacher educators and where teacher education was reorganized and repositioned within the university. The journey described in this chapter started in 2007, when one of us (Ari de Heer) participated in the first Dutch trajectory for self-study research aimed at teacher educators (Lunenberg et al. 2010). His participation in this trajectory further improved our understanding of self-study research and helped us to become more familiar with the international self-study community.

AB - We are three university-based teacher educators who, in this contribution, reflect on our development as researchers. From 2000 onward, our participation in the world of research has become more intensive. As a result, our images of research and our thoughts about the importance of research to teacher education have changed. Collaboration and self-study proved to be essential during our journey, as these enabled us to better understand our own incentives for doing and using research in the context of teacher education. Together the three of us formed a small self-study group that supported our journey as it enabled us to collaboratively reflect on our transition from teacher educator to a new identity of teacher educator/researcher. This transition took place in a changing academic landscape, where educational research became an important and new task of teacher educators and where teacher education was reorganized and repositioned within the university. The journey described in this chapter started in 2007, when one of us (Ari de Heer) participated in the first Dutch trajectory for self-study research aimed at teacher educators (Lunenberg et al. 2010). His participation in this trajectory further improved our understanding of self-study research and helped us to become more familiar with the international self-study community.

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BT - Teaching, learning and enacting of self-study methodology

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PB - Springer

CY - Singapore

Y2 - 10 October 2018 through 10 October 2018

ER -

de Heer A, van Rijswijk MM , Tuithof JIGM. The researcher inside me: A quest for meaningful research in a shifting academic landscape. In Ritter JK, Lunenberg M, Pithouse-Morgan K, Samaras AP, Vanassche E, editors, Teaching, learning and enacting of self-study methodology: Unraveling a complex interplay. Singapore: Springer. 2018. p. 149-162. (Self-Study of Teaching and Teacher Education Practices 19). doi: 10.1007/978-981-10-8105-7_16