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Data were collected via open questionnaires (n=270), interviews (n=15), and programme content (n=5) across two institutions. 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Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo  \nFjolla Kaçaniku1  \n• 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 teacher 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.  \nKeywords: initial teacher education, programme goals and values, student teacher, teacher educator practice, teacher-researcher development  \n1 Faculty of Education, University of Prishtina, Kosovo; [fjolla.kacaniku@uni-pr.edu](fjolla.kacaniku@uni-pr.edu).  \n54 teacher-researcher development? unpacking the understandings and ...  \nRazvoj učitelja raziskovalca? Pojasnitev razumevanj in pristopov v začetnem izobraževanju učiteljev na Kosovu  \nFjolla Kaçaniku  \n• Učitelj raziskovalec je prevladujoč koncept v dobi postprofesionalizmaizobraževanja učiteljev. Razvoj učiteljev raziskovalcev je obravnavan skupaj z reformiranjem programov začetnega izobraževanja učiteljev v smeri oprtosti na raziskovanju. Trenutno ni soglasja glede razumevanja in metodologije razvoja učiteljev raziskovalcev. Namen te raziskave je preučitirazumevanja in pristope študentov pedagoških smeri ter izobraževalcev prihodnjih učiteljev glede razvoja učiteljev raziskovalcev med začetnimizobraževanjem učiteljev na Kosovu skladno z gibanjem po izobraževanju učiteljev, ki temelji na raziskavah. Raziskava sledi kvalitativnemu raziskovalnemu načrtu. Podatki so bili zbrani prek odprtih vprašalnikov (n = 270 študentov pedagoških smeri), intervjujev (n = 15 izobraževalcev prihodnjih učiteljev) in pregledov programov (n = 5) dveh kosovskih institucij začetnega izobraževanja učiteljev. Uporabljajoč kategorije raziskovalnega predmetnika Healeyja in Jenkinsa kot vodilni okvir, je raziskava odkrila štiri skupke nasprotujočih si razumevanj in pristopov, povezanihs prakso izobraževalcev prihodnjih učiteljev ter programskimi vrednotami in cilji, kar lomi kontekst razvoja učitelja raziskovalca na Kosovu. Da bi dosegli soglasje glede razvoja učitelja raziskovalca, so potrebna usklajena prizadevanja, ki bi v širšem okviru naslovila trenutno izolirana inrazlična razumevanja ter prakse začetnega izobraževanja učiteljev.  \nKljučne besede: začetno izobraževanje učiteljev, programske vrednote in cilji, študent pedagoških smeri, praksa izobraževalca prihodnjihučiteljev, razvoj učitelja raziskovalca  \nIntroduction  \nReforming initial teacher education has been actively debated for many years (Darling-Hammond & Bransford, 2005; Darling-Hammond, 2016, 2017; Hargreaves, 2003). The teaching profession is becoming increasingly complex due to the expansion of its scope of work in the age of the knowledge society (Darling-Hammond, 2017) . Hargreaves describes teachers as catalysts of t","cbCaiahzaIppOIW5","https://ap.wps.com/l/cbCaiahzaIppOIW5","pdf",187895,24,"English","# Introduction\n## Research-based initial teacher education and policy debates\n## Research orientation, teacher reflection, and teacher-researchers\n## International perspectives and research gaps\n## Scope of the present study","[{\"question\":\"What is the main purpose of the study in Kosovo’s initial teacher education context?\",\"answer\":\"The study examines how student teachers and teacher educators understand and approach teacher-researcher development in initial teacher education in Kosovo.\"},{\"question\":\"How was the research conducted and what data sources were used?\",\"answer\":\"It used a qualitative design, collecting data through open questionnaires (n=270), interviews (n=15), and programme content (n=5) at two institutions in Kosovo.\"},{\"question\":\"What did the study identify regarding understandings and approaches to teacher-researcher development?\",\"answer\":\"Using Healey and Jenkins’s curriculum categories, the study identified four clusters of contradictory understandings and approaches linked to teacher educator practice and programme goals and values.\"}]","Teacher-Researcher Development? - Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo | PDF",1792086473]