Improving the practices of teacher educators through collaborative action research: challenges and hopes

ABSTRACT

This study focuses on three essential concepts – collaboration, action, and research. It was initiated by three former teacher educators (TEs) at Asmara Community College of Education (ACCE), Eritrea (now defunct), and data was drawn from their written accounts and rigorous reflective discussions. It illuminates the lines of development while attempting to improve practices, the tensions this created among individuals, collective agencies, and institutional transformations. It reveals realities about the perpetual and unpredictable challenges the TEs encountered and the outcome of the actions they attempted to execute. Along the way, they uncovered evidence on why and how they could enrich their professional values when they come together and collaborate in exploring the essence of their practices. The findings reveal that TEs who systematize their practices through collaborative action research (CAR) can significantly develop their professional effectiveness. They have established that TEs should collaborate, act, and engage in research to develop enduring professional identities which can adapt to changing educational situations.

KEYWORDS:

• Collaboration
• action research
• teacher educators
• practice
• CAR
• Eritrea

Disclosure statement

No potential conflict of interest was reported by the author(s).