| Summary: | Academic colleges of education in Israel, similar to colleges all over the world, have witnessed a change in their academic ethos in the past decade, and demand a combination of effective teaching and research as the basis for tenure and promotion. This thesis examined how the research culture is developed and what benefits can be derived from the growing involvement in research. The research focused upon a detailed case study of a large academic teacher education college, and data derived from two questionnaires, participatory observation, documentary material and interviews. Developing the research culture involves: the creation of new organizational structures (establishment of the research unit), changing behaviour (induction and mentoring of beginning researchers, providing role models), reinforcing behaviour by extrinsic and intrinsic rewards, changing people and their position in the organization (hiring and promotion procedures). Findings, indicate that involvement in 'lower' and 'higher status' research activities alike, have a positive effect on teaching and can energize the faculty, enhance intellectual environment and improve student instruction. It appears that the more the respondent is engaged in research and the higher the level of his/her education, the more he/she believes that research is improving teaching. There is agreement among teacher educator researchers that research work fosters professional and career development. The young and ambitious are engaged in research for extrinsic rewards: additional pay, Ph.D. or promotion, but are sceptical about their chances to be included in decision-making processes. Teacher educators, towards the end of their career, view research work as an activity that can contribute to their professional growth and self-actualization.
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