Research capacity in initial teacher education: trends in joining the ‘village’

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2021-01-02 DOI:10.1080/10476210.2020.1862077

C. Brooks

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引用次数: 3

Abstract

ABSTRACT Stenhouse’s image of the teaching profession as a ‘village’ could be interpreted as a parochial and insular view of teachers and their readiness to be involved in research. In this paper, I argue that the capacity for teachers to play a more active role in research is diminishing because of how research is situated in initial teacher education (ITE). Drawing on a study of five large-scale university-providers of ITE in different national contexts, I outline four trends. The first is that the role of universities within teacher education is precarious, along with the perceived value of research in teacher education. The second argues that prospective teachers do not perceive teaching as a research-based profession and therefore expect teacher education to be practice-orientated. Teacher education accountability structures downplay the significance of research as part of a teacher’s knowledge base and practical repertoire. And finally, the career trajectories and contractual arrangements of teacher educators reduces the overall research capacity of the field. Taken together, these four trends affect how (new) teachers are introduced to education research and diminish their capacity to be actively involved in education research throughout their careers.

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初级师范教育的研究能力：加入“乡村”的趋势

斯坦豪斯将教师职业描绘成一个“村庄”，这可以被解释为对教师及其参与研究的意愿的狭隘和狭隘的看法。在本文中，我认为教师在研究中发挥更积极作用的能力正在减弱，因为研究是如何定位于初级教师教育(ITE)的。根据对五所在不同国家背景下提供信息技术教育的大型大学的研究，我概述了四个趋势。首先，大学在教师教育中的作用是不稳定的，以及教师教育研究的感知价值。第二种观点认为，未来的教师并不认为教学是一种以研究为基础的职业，因此期望教师教育是以实践为导向的。教师教育问责结构淡化了研究作为教师知识库和实践曲目的一部分的重要性。最后，教师教育工作者的职业轨迹和契约安排降低了该领域的整体研究能力。总的来说，这四个趋势影响了(新)教师如何被引入教育研究，并削弱了他们在整个职业生涯中积极参与教育研究的能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.