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dc.contributor.authorPosti-Ahokas, Hanna
dc.contributor.authorIdriss, Khalid
dc.contributor.authorHassan, Meriem
dc.contributor.authorIsotalo, Sara
dc.date.accessioned2021-11-09T06:22:09Z
dc.date.available2021-11-09T06:22:09Z
dc.date.issued2022
dc.identifier.citationPosti-Ahokas, H., Idriss, K., Hassan, M., & Isotalo, S. (2022). Collaborative professional practice for strengthening teacher educator identities in Eritrea. <i>Journal of Education for Teaching</i>, <i>48</i>(3), 300-315. <a href="https://doi.org/10.1080/02607476.2021.1994838" target="_blank">https://doi.org/10.1080/02607476.2021.1994838</a>
dc.identifier.otherCONVID_101772405
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/78544
dc.description.abstractStrengthening 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesJournal of Education for Teaching
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherEritrea
dc.subject.otherteacher educator identity
dc.subject.othercollaborative professional development
dc.subject.othercritical colleagueship
dc.subject.othersub-Saharan Africa
dc.subject.otherinternational partnerships
dc.titleCollaborative professional practice for strengthening teacher educator identities in Eritrea
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202111095567
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange300-315
dc.relation.issn0260-7476
dc.relation.numberinseries3
dc.relation.volume48
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajat
dc.subject.ysoopettajankoulutus
dc.subject.ysoammatti-identiteetti
dc.subject.ysooppiva organisaatio
dc.subject.ysoyhteisöllinen oppiminen
dc.subject.ysoammatillinen kehitys
dc.subject.ysokansainvälinen yhteistyö
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p12894
jyx.subject.urihttp://www.yso.fi/onto/yso/p9728
jyx.subject.urihttp://www.yso.fi/onto/yso/p18727
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
jyx.subject.urihttp://www.yso.fi/onto/yso/p1730
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/02607476.2021.1994838
jyx.fundinginformationThe research was conducted within the Finn Church Aid programme “Right to Quality Education” and the Finland-Eritrea institutional higher education cooperation funded by the Ministry of Foreign Affairs of Finland.
dc.type.okmA1


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