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REVIEW article

Front. Educ.
Sec. Leadership in Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1466631

Factors that support teachers as educational professionals doing doctoral studies: an integrative literature review

Provisionally accepted
Joris Van Doorsselaere Joris Van Doorsselaere *
  • Ghent University, Ghent, Belgium

The final, formatted version of the article will be published soon.

    In recent decades, various initiatives have been established to support the professional development of teachers and their school context. In some cases, they provide teachers the opportunity to combine their profession with doctoral studies. This paper explores factors that support teacher research as part of school practice and academia. It takes the perspective of teachers as a starting point and examines their experiences through the lens of the learning potential of boundaries. A review of empirical studies was conducted from various international educational contexts through an integrative literature review. The selected empirical studies (n = 13) contributed to a better understanding of the complexity of this undertaking, and three themes were generated as main factors: (1) a stimulating school culture; (2) engaging with the academic community; (3) and aligning the research design with the practitioners' needs.

    Keywords: Professional Development, Educational doctorate, boundary crossing, teacher research, Knowledge broker, evidence-informed practice, Doctoral program

    Received: 18 Jul 2024; Accepted: 23 Oct 2024.

    Copyright: © 2024 Van Doorsselaere. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Joris Van Doorsselaere, Ghent University, Ghent, Belgium

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