TEDUPO – Research – Department of Teacher Education
TEDUPO: Teacher and Educator Professionalism
Teaching is a complex activity demanding organization, flexibility, patience, and care coupled with the ability to relate to learners, colleagues, and community members. In teacher education programs these capabilities are provided through a variety of theoretical and practical knowledge that focus on performance in real-life situations. The provision of this knowledge demands the continuity of one’s professional development.
Educators and scholars develop their professionalism, which encompasses teaching, research profile and agency understood as the capability for self-reflection and evaluation. Such reflexivity is not arbitrarily conducted but based on the individual’s perceptions and continued experiences of their work influenced by colleagues and the wider society. These perceptions and experiences shape identities (personal, social, political, professional) that continually develop and adjust according to the norms and cultures of different contexts.
In addition to exploring the development of professionalism, the research group has a pointed interest in understanding the experiences of international scholars and educators hosted in contexts other than their areas of origin, with a focus on displaced visiting scholars and scholars who are at risk in diverse ways.
TEDUPO is Nationally and internationally well connected and from an interdisciplinary approach welcomes scholars for committed collaboration, networking, and research.
Abdulghani Muthanna & Guoyuan Sang (2023). A conceptual model of the factors affecting education policy implementation. Education Sciences, 13 (3), 260.
Abdulghani Muthanna and Ahmed Alduais (2023). The interrelationship of reflexivity, sensitivity, and integrity in conducting interviews. Behavior Sciences, 13 (3), 218.
Gerardo Blanco & Abdulghani Muthanna (2022). Looking for hope abroad: The new global university beyond neoliberalism. In Søren Smedegaard Bengsten & Ryen Evely Gildersleeve (eds.), Transformation of the university: Hopeful futures for higher education, Routledge: London.
Guoyuan Sang, Jiali Huang, Tzuyang Chao, Bixin Ye, & Abdulghani Muthanna (2022). Understanding rural school teachers’ professional agency and its relation to social structure. Educational Studies.
Alamin, A., Muthanna, A. and Alduais, A. (2022). A qualitative evidence synthesis of the K-12 education policy making in Sudan and the need for reforms. SAGE Open.
Shahabul, H., Muthanna, A., and Sultana, M. (2021). Student participation in university administration: Factors, approaches and impact. Tertiary Education and Management.
Svensson, C. F. (2022, in press). Beyond authoritarianism: Migration, uncertainty and sense of belonging among public intellectuals. In Kmak, M. & Björklund, H. (eds.) Refugee scholarship and refugee knowledges of Europe. Routledge.
Nheta, L. and Svensson, C. F. (2022, in press). Integration is a two-way process: Social intervention and civic space among migrants and host communities. In Svensson, C. F., Ringø, P. & Nissen, M. A. (eds) Conceptualising critical reflection: Potentials in research, education and practice. Routledge.
Svensson, C. F. (2020). The trickster of exiled intellectuals – arcane opposition to injustice. Special issue: The cultural anthropology of protest against the perceived injustice, Anthropological Notebooks, 26, 3, p. 111-128.
Martin, R. & Anttila, E. (2018). Dance, Diversity and Difference: Performance and Identity Politics in Northern Europe and the Baltic. Bloomsbury.
Hiroti, P. & Martin, R. (2021). Fostering connections to place through bodily learning for young people in Aotearoa/New Zealand. In T. P. Østern, Ø. Bjerke, G. Engelsrud & A. Grut Sørum (Eds.), Bodily Learning: Perspectives and practices. Cappelen Damm.
Abdulghani Muthanna, Mohammed Almahfali and Abdullatif Haidar (2022). The interaction of war impacts on education: experiences of school teachers and leaders. Education Sciences, 12, 719.
Almahfali, M. & Homaid, E. (2019). Minorities in Yemen: Reality, and challenges. INSAF Center for Defending Freedoms & Minorities Publications, Yemen.
Morrati, S. (2021). Contemporary fairy tales: Narrating women academics through metaphors. Feminist Encounters: A Journal of Critical Studies in Culture and Politics, 5 (2), 21.
Taye, M. T., Muthanna, A., Sang, G. & Alduais, A. (in press). Understanding effective teaching beliefs of instructors and students: A qualitative study at an Ethiopia university. Athens Journal of Education.
Muthanna, A. (2022). Higher teacher education: Raising awareness toward constructing teaching philosophy statements. Athens Journal of Education, 9 (2), 225-236.
Severine, P. K. & Muthanna, A. (2021). Teacher educators’ perceptions and challenges of using critical pedagogy: A case study of higher teacher education in Tanzania. Journal of University Teaching & Learning Practice, 18 (4), 1-17.
Sang, G., Zhou, J. & Muthanna, A. (2021). Enhancing teachers’ and administrators learning experiences through school-university partnerships: A qualitative case study in China. Journal of Professional Capital and Community, 6 (3), 221-236.
Ghundol, B. & Muthanna, A. (2020). Conflict and international education: Experiences of Yemeni international students. Compare: A Journal of Comparative and International Education, online first.
Muthanna, A. & Sang, G. (2018a). Conflict at higher education institutions: Factors and solutions for Yemen. Compare: A Journal of Comparative and International Education, 48 (2), 206-223.
Muthanna, A. & Sang, G. (2018b). Brain drain in higher education: Critical voices on teacher education in Yemen. London Review of Education, 16 (2), 296-307.
Muthanna, A. & A. Cendel Karaman (2014). Higher education challenges in Yemen: Discourses on English teacher education. International Journal of Educational Development, 37, 40-47.
Deputy leader of research group
Christian Franklin Svensson, Associate Professor, Department of Sociology and Social Work, Aalborg University, Denmark. cfs@socsci.aau.dk
Members of research group
- Myint Swe Khine, Professor, Curtin University, Australia
- Ahmed Alduais, Associate Researcher, Department of Human Sciences (Psychology), University of Verona, Verona, Italy. ibnalduais@gmail.com
- Mohammed Almahfali, Associate Professor, Centre for Advanced Middle Eastern Studies, Lund University, Sweden. mohammed.almahfali@cme.lu.se
- Katrine Dalbu Alterhaug, Assistant Professor and Head of the internationalization forum at the Department of Teacher Education, NTNU, Norway
- Rose Martin, Professor, Department of Teacher Education, NTNU, Norway
- Sofia Moratti, Senior Researcher, Department of Interdisciplinary Studies of Culture, NTNU, Norway