Improvements from within. A self-study on teaching practices in a teacher education context in Eritrea

The professional development of teacher educators through practice-centered research is not common in Eritrea and similar contexts. The research approach was self-study and the data collection methods were interviews, dialogues and researcher diaries, which produced information on the importance of reflexivity and the integration of research and pedagogical development. The research emphasizes teacher educators' collaboration, proactive collegiality and intentionality, where research is closely linked to improving educational practices and developing teacher education as a whole.