Teaching-Research Nexus of Teacher Educators in Myanmar: Perceptions and Practices

Although teaching and research are at the forefront of the multiple roles of teacher educators, studies on their interrelations remain limited. This study explores the teaching-research nexus patterns of teacher educators in Myanmar to answer the following research questions: i) How do teacher educators perceive the link between their teaching and research? and ii) How do their research practices demonstrate this link? Data were drawn from semistructured interviews with eight teacher educators working at a leading university of education in Myanmar and their research articles. Thematic analysis revealed a firm belief that research reinforces teacher educators’ teaching. Perceiving themselves as practitioners and educational researchers, they conducted their research activities to improve their teaching and develop teacher education and the field of education in general. They were satisfied with their improved practices and believed their student teachers would apply the research-based knowledge they imparted. Still, they wished their research to have a greater impact by going beyond individual-level practices to the policy level. Furthermore, the data revealed three main patterns of practices: “integrating research-based knowledge with teaching content,” “researching as a practitioner researcher and research-informed practices,” and “researching as an educational researcher.” Teacher educators’ perceptions and practices of the teaching-research nexus indicated their hybrid researcher identity as practitioner researchers and educational researchers. Overall, by adding insights drawn from research practices in a teaching-oriented education university context, this study enriches our understanding of the teaching-research nexus of teacher educators. Based on the findings, the study suggests that an association between teaching and research exists in teaching-oriented teacher education. It also offers recommendations for policymakers and individual teacher educators so that the teaching-research nexus can be strengthened.