This contribution aims to address an unexplored topic that examines teacher educators as a diverse professional group in the context of facilitating the transformation of knowledge in initial teacher education. The study investigates the link between teacher educators’ diverse backgrounds and disciplinary boundaries concerning the process of facilitating the transformation of knowledge in initial teacher education.
We introduce this topic by initially elaborating on teacher educators as a professional category. Teacher educators are referred to as teachers of future teachers. According to Livingston (2014), teacher educators are still regarded as “hidden professionals” (p. 219). The European Commission (2013) defines teacher educators as individuals actively involved in facilitating the formal learning of both student-teachers and teachers themselves. The Commission acknowledges that this professional category exhibits remarkable diversity, encompassing variations in disciplinary expertise, qualification levels, work experiences, academic ranks, research involvements, and formal roles within institutions providing initial teacher education (2013). Therefore, the identity of teacher educators can be analysed against their extended roles (breadth), area of speciality (depth) or a synthesis of both (Meeus et al., 2017).
Although research interest in this group of educators has grown recently, research is needed to further unpack characteristics that set apart teacher educators from one another, as well as boundary objects that hold them together as a professional group (Ataş et al., 2021; Byman et al., 2021; Flores, 2018; Izadinia, 2014; Swennen et al., 2010; Tack et al., 2018). Van Lankveld et al. (2017) emphasise how teacher educator identity is not formed in isolation, thus teacher educators’ professional formation is influenced by a broader context. One particular aspect contributing to teacher educators’ identity is their academic discipline (Izadinia, 2014). In this context, research has shown that disciplinary boundaries lead to tensions and conflicts, especially when subject-specific disciplines clash with pedagogy teacher educators (Zgaga, 2011).
To address the limitations of viewing teacher education in a fragmented manner and treating subject and pedagogy as separate entities, recent research advocates for the integration of subject didactics as a crucial component of teacher education (Hudson et al., 2023). Hudson et al. (2022, 2023) have introduced the concept of “Subject-Specific Educational Content Knowledge (SSECK)” to theorise that teachers’ academic subject knowledge has a distinct integrated didactical nature (p. 133). Furthermore, their work delves into the significance of teachers’ tacit knowledge, particularly ‘familiarity knowledge’, highlighting its critical role in understanding teacher knowledge
This contribution examines teacher educators’ identity in the context of facilitating the transformation of knowledge in initial teacher education. The concept of ‘transformation’ […] is defined as an integrative process in which the content knowledge is transformed into knowledge that is taught and learned through various transformation processes (Hudson et al., 2023, p. 120). Gericke et al. (2018) stress that the transformation of knowledge should be viewed beyond the question of “how to teach”, while Stolare et al. (2022) have linked ‘transformation’ by asserting the need for teachers to show agency when it comes to the didactical questions of ‘what to teach’ (teaching content), ‘how to teach’ (pedagogy), ‘why’ (practical relevance for students) and for whom. Golding (2022) elaborated on the transformation occurring between the academic discipline and the school subject. One of the key takeaways from Golding’s chapter is her assertion that initial teacher education should prioritise future teachers’ “transformation of those qualities for effective classroom use so that they ‘know the mathematics’ in epistemically and pedagogically powerful ways appropriate to their learners and contexts” (Golding, 2022, p. 153). She further suggests that the act of transformation can be regarded as a skill of a quality teacher. Hence, initial teacher education institutions and teacher educators must prepare future teachers for these transformation processes (Hudson et al., 2022, 2023).
Despite the extensive research on teacher educators as a professional group (Byman et al., 2021; Izadinia, 2014; Tack et al., 2018), there remains limited understanding of how their identities influence the ways they engage in knowledge transformation. This gap is particularly pronounced in contexts like Kosovo, where teacher education remains a developing field shaped by structural reforms and evolving standards.
1.1 Kosovo Context
Context plays a crucial role in understanding teacher educator identity within teacher education, particularly concerning the cultivation of professional knowledge among future teachers. In Kosovo, initial teacher education is primarily facilitated through five Faculties of Education operating within public universities. Among these, the Faculty of Education at the University of Prishtina stands as the country’s primary institution for initial teacher education. However, teacher educators in Kosovo often work in isolated disciplinary silos, lacking structured opportunities for interdisciplinary collaboration,
Moreover, the structure of Kosovo’s teacher education system reinforces the divide between subject specialists and pedagogical experts. Elementary school teachers earn a Bachelor’s degree in Primary Education (240 ECTS credits), whereas lower and upper secondary subject teachers follow a consecutive model, completing a three-year Bachelor’s degree in their academic discipline (180 ECTS credits) before a two-year Master’s in subject teaching (120 ECTS credits) (Kacaniku, 2024). This system creates a clear separation between academic subject expertise and pedagogical training, reinforcing disciplinary boundaries that shape teacher educators’ professional identities.
Despite ongoing reforms to improve teacher education quality (Kacaniku, 2022), Kosovo’s teacher education sector still lacks robust mechanisms for fostering collective identity formation among teacher educators. Institutional policies do not sufficiently address professional development needs (Kacaniku, 2023), and knowledge transformation remains primarily dependent on individual interpretations rather than shared disciplinary and interdisciplinary frameworks.
These structural divides in Kosovo’s teacher education system shape teacher educators’ professional identities and limit interdisciplinary collaboration. Investigating how these dynamics unfold in Kosovo can provide insights relevant to other educational systems facing similar challenges.
1.2 Bridging Local and Global Relevance
These challenges are not unique to Kosovo. Similar issues arise in other educational contexts undergoing socio-political transitions or efforts to integrate diverse educational paradigms, making Kosovo an important case for broader educational research. The structural separation between academic subject expertise and pedagogical training in Kosovo reinforces disciplinary divides, limiting opportunities for interdisciplinary collaboration and shared professional development (Kacaniku, 2023).
By examining the intersection of teacher educator identity, disciplinary boundaries, and knowledge transformation, this study highlights how contextual factors shape professional identity negotiation and pedagogical practices in initial teacher education. Despite increasing recognition of teacher educators as a distinct professional group (Tack et al., 2018), existing research has not sufficiently explored how their identities influence their approaches to knowledge transformation. This gap is particularly relevant in Kosovo, where teacher education institutions face challenges in fostering a cohesive teacher educator identity due to fragmented disciplinary structures. As a result, understanding
This research enhances our understanding of how specific contextual factors influence the negotiation of teacher educator identity across academic and pedagogical disciplines, shedding light on how educators facilitate knowledge transformation in initial teacher education. Consequently, findings from Kosovo can inform global discussions on best practices, policy-making, and the development of teacher education programs worldwide.
1.3 Research Purpose and Questions
The purpose of this research is to gain a comprehensive understanding of teacher educators’ identity and disciplinary boundaries within the context of facilitating the transformation of knowledge in initial teacher education. Identity negotiation of teacher educators is explored by expounding on boundary objects that mediate the negotiation of teacher educator identity within the context of knowledge transformation in initial teacher education.
To address these challenges, this study examines how teacher educators negotiate their professional identities and navigate disciplinary boundaries while facilitating knowledge transformation. The following research questions are designed to explore these processes within Kosovo’s evolving teacher education system.
How do teacher educators facilitate the transformation of knowledge in initial teacher education? This question explores the ways teacher educators interpret and implement knowledge transformation, considering both their subject-specific expertise and the broader need for interdisciplinary teaching approaches in Kosovo’s initial teacher education landscape.
How does the interplay between teacher educator identity and disciplinary boundaries influence approaches to knowledge transformation? This question examines how teacher educators’ professional identities – shaped by their academic training, institutional affiliations, and pedagogical orientations –affect their ability to navigate and implement knowledge transformation in Kosovo’s teacher education institutions.
Which boundary objects mediate the negotiation of teacher educator identity within the context of knowledge transformation in initial teacher education? Given the disciplinary fragmentation in Kosovo’s teacher education system, this question investigates the potential of boundary objects (e.g., shared curricula, institutional policies, cross-disciplinary collaborations) in fostering a collective teacher educator identity and facilitating interdisciplinary knowledge transformation.
The study utilises two prominent theoretical frameworks, Engeström’s Activity Theory (Engeström, 1987, 2014) and the widely cited Biglan classification scheme of academic disciplines in higher education (Biglan, 1973) to support the investigation into teacher educators’ identity negotiation in the context of facilitating the transformation of knowledge in initial teacher education.
Engeström’s Activity Theory offers a powerful lens to analyse the complex interactions and relationships between teacher educators, their professional activities, and the broader sociocultural context in which they operate. By using Engeström’s theory, the study delves into the intricate dynamics of teacher educators’ practices, the social and cultural factors that shape their identity, and how they navigate the challenges and contradictions within their roles. The theory’s focus on contradictions and tensions within activity systems will help shed light on the potential barriers and opportunities faced by teacher educators in their quest for the transformation of knowledge (Cong-Lem, 2022). In addition, the theory allows for the exploration of the various mediating artefacts that influence how teacher educators construct their professional identities and serves as a bridge between different groups of teacher educators (despite their varying backgrounds and interests) towards a shared identity in the context of facilitating knowledge transformation.
Biglan’s classification scheme offers a valuable framework for contextualising teacher educators’ identity within the broader landscape of academic disciplines (1973). The distinction between hard and soft sciences, as well as pure and applied sciences, provides a relevant context for understanding the diverse backgrounds and perspectives that teacher educators may bring to their practice (see also Hudson et al., 2023). This scheme can assist in categorising subject-didactics teacher educators within the broader spectrum of academic disciplines, offering insights into their unique qualifications, professional formation, and learning experiences. Moreover, the scheme’s focus on applied sciences aligns with the study’s examination of how teacher educators’ academic knowledge and pedagogy contribute to facilitating the transformation of knowledge when preparing future teachers in initial teacher education.
By incorporating Engeström’s Activity Theory and Biglan’s classification scheme as theoretical frameworks, this study gains a holistic understanding of teacher educators’ identity and their perspectives in facilitating the transformation of knowledge. These theoretical perspectives provide a robust foundation for exploring the intricacies of teacher educators’ practices, their disciplinary boundaries, and their potential to facilitate transformative learning experiences in initial teacher education.
This is a qualitative study that has used a vignette-induced interview approach to explore diverse teacher educators’ identities in the context of facilitating the transformation of knowledge in initial teacher education. The purpose of using vignettes in education research is to explore participants’ perceptions, attitudes, beliefs, decision-making processes, and behaviours in a controlled and standardised manner (Schoenberg & Ravdal, 2000). Skilling and Stylianides (2019) stated that well-crafted vignettes that are in line with the phenomena under study can effectively grasp participants’ beliefs, contributing to a detailed understanding of the phenomena.
The study was conducted with n = 11 teacher educators from initial teacher education institutions in Kosovo, representing different disciplinary areas, academic ranks, and years of experience. Teacher educators were selected using purposive sampling to capture a wide range of identities and highlight their divergent professional development trajectories. This approach aimed to link how they understand and approach the transformation of knowledge in initial teacher education.
While this sample provides valuable insights into the professional development of teacher educators within the specific context of Kosovo, it is important to acknowledge the limitations of such a small and context-specific sample. The findings are not directly generalisable to other populations due to the unique educational, cultural, and institutional characteristics of Kosovo. However, as a qualitative study, the particularities of teacher identity explored here can offer transferable insights applicable to other contexts. The context-specific sample is valuable in digging deeper into the case-specific trajectories of teacher educators as they negotiate their identities.
The vignettes followed a tailor-made design for discipline-specific teacher educators. The vignettes in this study were designed specifically for teacher educators from diverse disciplinary backgrounds, utilising a tailor-made approach to explore how they perceive and engage in knowledge transformation within initial teacher education. Each vignette presented a discipline-specific scenario illustrating how a teacher educator might approach the transformation of knowledge in initial teacher education, reflecting changes in student-teachers within that subject area. As teacher educator disciplinary areas ranged from Mathematics, Civic Education, and Pedagogy specialisations, to name a few, vignettes aimed at unfolding how teacher educators of different disciplinary areas would tackle the transformation of knowledge, i.e., trying to understand if teacher educators view knowledge as isolated construct
The vignettes were first presented to participants, who were asked to respond to them as if they were real situations and provide informed feedback on how they would approach knowledge transformation in relation to the situation fostered in the vignette. Since we used a vignette-induced interview approach, probing and follow-up questions were employed within the vignette-discussion scenarios to link knowledge transformation specifics with the broader frame of teacher educators’ identity. In addition, follow-up questions also triggered a discussion regarding identity negotiation and boundary objects.
The study employed a hybrid approach to thematic analysis (Denzin & Lincoln, 2018), combining a deductive template (Crabtree & Miller, 1999) and an inductive, data-driven method (Boyatzis, 1998). The deductive template, based on Engeström’s Activity Theory (1987, 2014) and Biglan’s classification scheme of academic disciplines (1973), provided an analytical framework for examining teacher disciplinary identity in the context of knowledge transformation in initial teacher education. Additionally, the inductive method allowed for contextually-driven interpretation of the findings.
By following the principles outlined by Braun and Clarke (2006), the researchers systematically examined the data to pinpoint recurring patterns, themes, and underlying meanings inherent within the responses. This followed a six-step process including: (i) becoming familiar with the data by reading and re-reading it to gain a sense of its overall content and context; (ii) relevant sections of the data were systematically coded, where codes are arranged as labels to specific portions of text that capture key ideas, concepts, or patterns; (iii) codes were grouped based on their similarity to form initial themes. This process involved organising codes into potential themes that capture the essence of the data; (iv) themes were reviewed and refined to ensure they accurately represent the data and are coherent and distinct from one another; (v) each theme has been clearly defined to encapsulate its meaning and relevance to the research question, and (vi) the analysis has been synthesised and reported, to illustrate the identified themes and their significance in addressing the research objectives.
MAXQDA, a comprehensive qualitative data analysis software, played a pivotal role in this process by facilitating efficient coding and categorisation of the data. Through meticulous organisation and categorisation, the program enabled the extraction of meaningful insights from the data, shedding light on the nuanced perspectives, experiences, and perceptions of the participants. This
4 Findings
The results show thought-provoking insights and can be grouped into the following thematic areas: (i) isolated approaches to facilitating knowledge transformation, (ii) teacher educator disciplinary identity and knowledge transformation, and (iii) boundary objects in collective identity formation. The results have been organised as such to address the research questions of this study and prompt critical discussion.
4.1 Isolated Approaches to Facilitating Knowledge Transformation
The first theme reveals a prevailing perspective among teacher educators on knowledge transformation in initial teacher education. The majority of teacher educators conceptualise knowledge transformation primarily as the transmission of academic knowledge. They emphasise the importance of providing students with a deep understanding of academic subjects, which they believe is essential for enhancing student academic achievement. Their approach to knowledge transformation is heavily shaped by their disciplinary expertise, as they tailor their teaching strategies to subject-specific and content-focused methodologies. This perspective is illustrated by one teacher educator specialising in mathematics, who explained that ensuring a solid foundation in mathematics is crucial for future teachers, as it forms the basis upon which they can build and transfer knowledge to their students (Teacher Educator, 8). Similarly, another teacher educator emphasised the role of linguistic education, stating that the mastery of the Albanian language serves as a gateway for students to engage with cultural heritage and academic excellence (Teacher Educator, 2).
A minority of teacher educators, however, challenge the notion of knowledge transformation as merely knowledge transmission and advocate for a broader, more dynamic approach. They argue that knowledge transformation should not only equip students with subject-specific knowledge but also develop their agency and capacity to tackle real-world challenges. One educator, for example, highlighted the need to integrate educational theories into future teachers’ learning experiences to ensure that they are not just memorising concepts but also understanding how they apply in practical teaching contexts (Teacher Educator, 10).
Moreover, some teacher educators stress that knowledge transformation should empower students to see themselves as agents of change, not just as learners of a discipline. For example, a mathematics educator observed that one of the most rewarding aspects of teaching is witnessing students’ perspectives shift when they begin to see mathematical thinking as a tool for addressing real-world challenges (Teacher Educator, 1). Others emphasised the importance of dialogue and collaborative learning, advocating for the co-construction of knowledge through discussion and reflection on educational practices (Teacher Educator, 4).
Ultimately, these findings highlight two distinct ways in which teacher educators facilitate the transformation of knowledge in initial teacher education: through a disciplinary-focused model that emphasises academic subject mastery and through a transformative model that integrates inquiry, critical thinking, and real-world problem-solving. These perspectives influence how teacher educators structure their courses, interact with future teachers, and integrate pedagogical approaches into their instruction. While some focus on delivering subject content, others actively work to reshape teacher preparation by fostering professional agency and deeper engagement with educational practices. This distinction is critical for understanding how teacher educators enact knowledge transformation and aligns directly with the study’s first research question.
4.2 Teacher Educator Disciplinary Identity and Knowledge Transformation
Teacher educators’ disciplinary identities significantly shape how they approach knowledge transformation, often creating tensions and conflicts between educators from different fields. The diversity of professional identities among teacher educators in Kosovo’s initial teacher education institutions is evident,
A common challenge in Kosovo’s teacher education institutions is the subject-centric approach to knowledge transformation, particularly in cases where academic staff members specialise in narrow disciplines such as mathematics, engineering, or chemistry. Given their strong academic training, these educators tend to structure their teaching in ways that reflect content-heavy instruction, making it difficult to transition toward a more integrative and transformative model. As one teacher educator explained that the majority of teacher educators specialise in academic subjects, and as a result, subject didactics courses often follow a subject-centric and academically oriented approach, which makes it challenging to move beyond knowledge transmission (Teacher Educator, 1). The scarcity of didactics specialists further exacerbates this issue, as the absence of didactic qualifications in the previous system has led to a limited number of subject methodologists available to support this transition.
As a result, many teacher educators closely align themselves with their academic disciplines, emphasising subject-specific teaching and research while maintaining a strong connection to their fields of expertise. This entrenched identity can limit interdisciplinary collaboration and restrict the adoption of broader educational perspectives. For instance, a teacher educator specialising in Albanian language and literature described how their professional identity remains deeply rooted in their field, making it difficult to transition toward educational research: while there is an expectation to shift our research focus towards educational themes, I feel a strong connection to the domain of Albanian language literature, making it difficult for me to embrace such changes (Teacher Educator, 2). Similarly, a history educator underscored the importance of subject content mastery, explaining that ensuring a deep understanding of history is crucial for preparing future teachers, as they are responsible for educating future generations about the nation’s heritage (Teacher Educator, 7).
This strong disciplinary identity, while valuable in reinforcing subject expertise, raises questions about the broader objectives of teacher education. Some educators advocate for a more holistic approach to knowledge transformation, balancing subject-specific knowledge with critical thinking, interdisciplinary collaboration, and broader educational objectives. A minority of educators recognise the need to integrate educational theory with practical application,
Despite these challenges, some educators are actively working to expand their teaching practices beyond disciplinary boundaries, emphasising the importance of knowledge transformation in fostering future teachers’ professional identities and pedagogical skills. A pedagogy educator highlighted the importance of moving beyond content delivery to prepare future teachers for the complexities of teaching in diverse educational settings (Teacher Educator, 9). By adopting a transformative approach, these educators see teacher education as a means of developing critical thinking, social awareness, and advocacy for educational equity and justice.
A significant finding from this research is that a small but growing number of teacher educators view knowledge transformation as a tool for social change. They argue that teacher education should not only focus on subject content mastery but also cultivate the skills and values necessary for future teachers to contribute meaningfully to their schools and communities. A mathematics educator illustrated this perspective by explaining that their goal is not only to teach mathematical concepts but also to help students see how mathematical thinking can be applied to real-world problems (Teacher Educator, 1). Similarly, a chemistry educator emphasised the importance of inquiry-based learning and sustainability-focused teaching, aiming to inspire future teachers to integrate real-world applications into their lessons (Teacher Educator, 3).
Ultimately, these findings demonstrate that teacher educators’ professional identities and disciplinary boundaries significantly influence how they engage with knowledge transformation in initial teacher education. Educators with strong disciplinary identities tend to adopt a subject-centred approach, emphasising knowledge transmission, while those who embrace pedagogical and interdisciplinary frameworks actively engage in broader knowledge transformation practices. This contrast highlights the interplay between professional identity and disciplinary boundaries, showing that rigid disciplinary affiliations may limit interdisciplinary collaboration and pedagogical innovation. Conversely, teacher educators who challenge disciplinary boundaries facilitate more dynamic and holistic approaches to knowledge transformation. These findings align directly with the study’s second research question by illustrating the ways in which teacher educators’ identities and disciplinary
4.3 Boundary Objects in Collective Identity Formation
The investigation into how boundary objects influence teacher educators’ collective identity formation highlights the significance of shared resources, practices, and tools in fostering collaboration and a unified professional identity. These elements create opportunities for teacher educators from diverse academic and disciplinary backgrounds to engage in shared understandings of knowledge transformation. However, while boundary objects have the potential to encourage collaboration, many teacher educators continue to prioritise their disciplinary perspectives, making them hesitant to fully embrace collective approaches to knowledge transformation.
Findings indicate that some teacher educators struggle to reconcile their subject-specific expertise with interdisciplinary collaboration, viewing their discipline as a core part of their professional identity. They often prefer to retain autonomy over their teaching methods rather than conform to a standardised interdisciplinary approach. One teacher educator described their hesitation, explaining that aligning with colleagues from different disciplines can be challenging, as each subject area has its unique approach, and focusing on familiar methods feels more effective (Teacher Educator, 6). Others echoed similar concerns, with one mathematics professor emphasising that maintaining disciplinary integrity is essential and that interdisciplinary collaboration should not compromise subject rigor (Teacher Educator, 8).
Some educators also cited previous negative experiences with interdisciplinary collaboration as a reason for their reluctance. They noted that attempts at cross-disciplinary work often led to conflicting viewpoints and inefficiencies in decision-making, ultimately reinforcing their preference for working within their own disciplinary boundaries. A language specialist shared that they prefer to refine their methods within their subject rather than navigate the complexities of interdisciplinary collaboration (Teacher Educator, 2). Even structured institutional efforts to promote collaboration, such as interdisciplinary workshops, were met with scepticism, as some teacher educators felt that their disciplinary expertise was being overlooked in favour of a more generalised approach (Teacher Educator, 5).
Despite these reservations, the findings suggest that boundary objects can also serve as catalysts for collective identity formation by encouraging shared understandings and uniting teacher educators around the common goal of improving knowledge transformation in teacher education. Some teacher educators recognise that collaborative engagement through shared resources and
Institutional efforts to facilitate collaboration through structured meetings, research projects, and interdisciplinary workshops have also demonstrated positive results. Some teacher educators reported that collaborative research projects created valuable opportunities for educators from different disciplines to engage in meaningful discussions and address common challenges in teacher education (Teacher Educator, 5). Similarly, interdisciplinary workshops provided a platform for teacher educators to exchange teaching practices and discover common ground across disciplines, ultimately fostering a more cohesive collective identity (Teacher Educator, 3).
Departments that implemented regular interdisciplinary meetings and study program development workshops found that these initiatives helped bridge disciplinary gaps and improve collective identity formation. One educator emphasised the importance of institutional support, explaining that shared meetings allowed teacher educators to discuss accreditation processes, collectively shape study programs, and tailor knowledge transformation approaches to the current educational context (Teacher Educator, 1).
These findings demonstrate that boundary objects play a crucial role in mediating the negotiation of teacher educator identity within the context of knowledge transformation. Shared resources, interdisciplinary workshops, collaborative research projects, and study program development meetings serve as key mechanisms through which teacher educators engage with colleagues across disciplines, challenge their disciplinary assumptions, and negotiate their roles within initial teacher education. While some educators resist these interactions, others embrace them as opportunities to develop a more integrated professional identity. These findings directly align with the study’s third research question by illustrating which boundary objects facilitate teacher educators’ engagement in collective identity formation and how these objects shape their approaches to knowledge transformation.
5 Discussion and Conclusion
The purpose of this research was to acquire a comprehensive understanding of teacher educators’ identity and disciplinary boundaries within the context of facilitating the transformation of knowledge in initial teacher education. The
Teacher educators operate within a complex socio-cultural and disciplinary landscape that shapes their professional identities and influences their approaches to knowledge transformation. The findings reveal that teacher educators in Kosovo navigate tensions between subject-specific expertise and interdisciplinary teaching approaches, impacting how they implement knowledge transformation in their classrooms. These challenges highlight the barriers and opportunities inherent in integrating subject expertise with pedagogical knowledge. By analysing these findings, the study provides a clearer understanding of how teacher educators facilitate knowledge transformation, how identity and disciplinary boundaries interact in this process, and the role of boundary objects in shaping teacher educators’ professional identities.
The results offer a stimulating context for discussion and can be analysed through three key areas, each aligning with one of the study’s research questions:
This study’s first research question examined how teacher educators facilitate knowledge transformation in initial teacher education. The study highlights a dominant perception of knowledge transformation as primarily a process of academic transmission, where subject specialists focus on ensuring future teachers gain deep content knowledge. This contrasts with a more integrative perspective, where some teacher educators emphasise practical application and problem-solving skills, aligning with the argument that knowledge transformation should move beyond subject knowledge to include pedagogical adaptability and real-world engagement (cf. Gericke et al., 2018; Hudson et al., 2022, 2023; Stolare et al., 2022).
While this traditional academic view is often attributed to a lack of professional development opportunities, the study suggests that this perspective is also rooted in legitimate concerns about the complexities of interdisciplinary collaboration. Teacher educators who prioritse knowledge transmission are not necessarily resistant to change but are hesitant about the feasibility of integrating different knowledge structures in an already fragmented system. This aligns with Livingston’s (2014) characterisation of teacher educators as “hidden professionals”, whose complex roles are often overlooked, requiring more structured institutional support for knowledge transformation.
The second research question explores how teacher educator identity and disciplinary boundaries shape approaches to knowledge transformation. The study highlights clear tensions between teacher educators from different fields, reinforcing prior research on the impact of disciplinary boundaries on professional identity formation (Zgaga, 2011; Van Lankveld et al., 2017).
The findings suggest that teacher educators’ identities are strongly shaped by their academic training, institutional affiliations, and pedagogical orientations. Some educators maintain rigid disciplinary identities, aligning their teaching with traditional academic norms. Others, often those with international collaboration and research project experience, have adopted a more flexible approach, integrating subject didactics with pedagogical practice.
A significant challenge in Kosovo’s teacher education system is the shortage of subject didactics specialists, leading to academic subject specialists taking on pedagogical roles without formal training in didactics. This gap reinforces the subject-specific focus in teacher education, limiting opportunities for interdisciplinary integration. As Hudson et al. (2023) emphasise, integrating subject-specific educational content knowledge (SSECK) is essential for bridging the gap between academic disciplines and pedagogy. However, this integration is challenging in Kosovo due to structural limitations and the entrenched professional identities of teacher educators.
The findings also reveal that while interdisciplinary collaboration is encouraged, it remains difficult to implement in practice. The study underscores that resistance to interdisciplinary approaches should not be oversimplified as reluctance to change but rather understood as a reflection of deeper concerns about maintaining disciplinary expertise and ensuring teaching quality. Addressing these challenges requires institutional policies that foster structured interdisciplinary engagement while respecting the expertise of subject specialists.
The third research question investigates which boundary objects mediate the negotiation of teacher educator identity in knowledge transformation. The study identifies several key boundary objects, including: (i) shared teaching resources and curricula, which provide common ground for collaboration, (ii) interdisciplinary workshops, which create spaces for teacher educators to engage in discussions beyond their subject expertise, (iii) collaborative
While some teacher educators actively engage with these boundary objects to integrate interdisciplinary perspectives, others resist these mechanisms, seeing them as threats to subject-specific expertise. This resistance aligns with Bernstein’s (1999) discourse on vertical and horizontal knowledge structures, which suggests that different disciplines operate under distinct epistemological frameworks that are often difficult to reconcile.
The study suggests that boundary objects can serve as both facilitators and points of contention in teacher educators’ professional identity negotiation (see also Byman et al., 2021; Tack et al., 2018). Institutions that successfully integrate boundary objects into teacher education programs create opportunities for bridging disciplinary gaps, whereas institutions that lack structured engagement risk reinforcing professional silos.
The findings emphasise that teacher educators who actively participate in boundary object-mediated collaborations tend to adopt a more fluid and integrative approach to knowledge transformation. Those who avoid engagement with boundary objects tend to remain within subject-specific teaching norms, limiting interdisciplinary exchange.
This study highlights the complex relationship between teacher educator identity, disciplinary boundaries, and the facilitation of knowledge transformation in initial teacher education. The findings indicate that teacher educators’ engagement with knowledge transformation is influenced by their disciplinary backgrounds, institutional roles, and the presence of collaborative boundary objects that either support or constrain interdisciplinary teaching practices. While some educators navigate these dynamics by integrating subject expertise with pedagogical approaches, others face challenges in transcending disciplinary boundaries, reinforcing the need for targeted institutional support.
To effectively address these challenges, initial teacher education institutions should prioritise: (i) enhancing professional development opportunities that equip teacher educators with the skills needed for interdisciplinary engagement, (ii) strengthening the role of boundary objects, such as shared curricula, cross-disciplinary collaborations, and institutional policies, to create a more cohesive teacher educator identity and promote knowledge transformation, and (iii) balancing subject expertise with pedagogical integration, ensuring that teacher educators can move beyond content transmission to actively shape future teachers’ critical thinking, problem-solving, and adaptability in diverse educational settings.
5.1 Limitations of the Study
The research provides valuable insights into teacher educator identity, knowledge transformation, and disciplinary boundaries in Kosovo’s initial teacher education. However, it has limitations. The prevalence of subject-specific disciplinary identities among teacher educators requires further exploration regarding its effects on teaching practices and student learning outcomes. To enhance future research, it is recommended to diversify participant perspectives beyond teacher educators, consider longitudinal dynamics, and examine the effectiveness of boundary objects and their policy implications. Future studies should explore the influence of cultural and socio-political contexts would deepen understanding.
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