Research has suggested that teacher educators' profession and the process of identity formation are poorly understood. Moreover, attempts to clarify the terminology are rare. While research has addressed teacher educators' professional identities holistically, discussion on teacher educators' teacher identities is very rare, even though these…

The experiences of academics caught up in the rise of teaching academic (TA) (teaching-only) roles in Australia, the UK, the USA, and Canada, are not well documented in the literature. This paper describes a recent university restructure that resulted in a significant increase in teaching-only positions being created. Despite the claims by the…

In the early 2000s, Indonesia's shift from teacher education institutes to universities brought about a profound change in the role of Teacher Educators (TEs), making their environment more research-focused. This exploratory study examines science teacher educators (STEs) who transitioned from teacher education institutes to universities, juggling…

Teaching and research are essential functions of modern research universities, yet many studies have found that teaching often takes time away from research, which may have a negative impact on research performance. This article extends the concept of teaching by including research-oriented teaching in addition to traditional curriculum-based…

This study investigates the nuanced dimensions of the teacher-researcher identity, focusing on teachers' perceptions of teachers as researchers within the educational landscape. Employing a mixed-methods research design, the study aims to uncover the extent to which 198 K-12 teachers working in the field identify teachers as researchers, as well…

The value of teachers' engagement in and with research is long recognised and it is acknowledged that school-university research partnerships are one way of enabling such engagement. But we know little about how research-based knowledge is negotiated into school practices. Here we draw on data from nine 'research champions', who are teachers in…

Higher education biology is often imagined, perceived, and described as having reached gender equality in terms of who gets to participate in disciplinary practices. However, like any other natural science discipline, higher education biology is a world whose landscapes are shaped by (re)productions of historical, cultural, and social norms. We…

Research in feedback literacy (Carless & Boud, 2018; Molloy et al., 2020; Yu & Liu, 2021; Zhang & Mao, 2023) explores student use of written feedback and barriers to feedback uptake; the role of faculty in designing contextually appropriate feedback has been termed teacher feedback literacy (Carless & Winstone, 2020). When feedback…

The purpose of this study was to explore the co-construction of an action research (AR) experience between a teacher educator and pre-service teachers (PSTs). Participants were six PSTs and a teacher educator who supervised their school placement. The teacher educator introduced the PSTs to, and facilitated them through, the AR process while…

This paper deals with the role of the scholarship of teaching and learning (SoTL) among staff on teaching-only contracts in UK higher education, particularly in contrast with the activities of research-active staff. Drawing on the results of a quantitative study carried out during the summer of 2021 among modern foreign language teachers in 64 UK…

This self-study focuses on two teacher educators' (from the United States) exploration and examination - with the help of two critical friends (faculty from China) - of the benefits and challenges associated with cross-cultural collaboration. The teacher educators designed and implemented a virtual collaborative cross-cultural, fifteen-week…

Stenhouse's image of the teaching profession as a 'village' could be interpreted as a parochial and insular view of teachers and their readiness to be involved in research. In this paper, I argue that the capacity for teachers to play a more active role in research is diminishing because of how research is situated in initial teacher education…

Neoliberal reform of the university sector has resulted in increasing numbers of academics employed on casual or fixed-term contracts. While there is an emergent body of literature on issues of precarity in the academy, relatively little attention has been paid to the roles and responsibilities of those tenured academics who employ and…

Background: Literature on the academic identities of South African black women in higher education institutions predominantly focuses more on students and academics in general and less on professors. Studying the academic identities of black women is important in understanding how their reality in higher education is constructed and professors are…

Community engagement as a public mission of higher education is widely accepted in South Africa. This is articulated in White Paper 3 on the transformation of higher education and in institutional policies that promote different forms of community engagement. However, compared to the traditional roles of teaching and research, community engagement…