The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement: A case study of the initial teacher training market review from England

IF 1.4 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Asia-Pacific Journal of Teacher Education Pub Date : 2023-04-18 DOI:10.1080/1359866x.2023.2191306

Lisa Murtagh, E. Rushton

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引用次数: 1

Abstract

Attempts to solve perceived policy problems in Initial Teacher Education (ITE) have seen national and international jurisdictions increasingly centralising ITE curricula, coupled with monitoring and auditing of outcomes against defined sets of professional standards. This paper reports the findings of a documentary analysis of 75 items of publicly available literature generated by stake- holders between 2 July and 30 September 2021, in response to a Market Review of Initial Teacher Training in England. The paper outlines how online platforms and networks can serve as Virtual Communities of Practice (VCoP), which can mobilise teacher educators to engage with and critique policy making. Discourse emer- ging from the analysis of the 75 items focuses on key concerns associated with teacher supply, quality and questions the evidence for wholesale changes to ITE. This paper highlights that the voice of teacher educators in England is marginalised and offers a cautionary tale for colleagues currently immersed in international efforts to “reform” and “review” ITE. We argue that this case study illustrates the potential for the international sector to form a VCoP and through these, to challenge postulated “solutions” to espoused policy “problems” in ITE.

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教师教育实践虚拟社区(VCoPs)在动员政策参与中的作用:对英国最初教师培训市场审查的案例研究

在解决初级教师教育(ITE)政策问题的尝试中，国家和国际司法管辖区日益将初级教师教育课程集中起来，同时根据确定的专业标准对结果进行监测和审计。本文报告了对利益相关者在2021年7月2日至9月30日期间产生的75项公开可用文献进行文献分析的结果，以响应英国初级教师培训的市场审查。该论文概述了在线平台和网络如何作为虚拟实践社区(VCoP)，它可以动员教师教育工作者参与和批评政策制定。从对75个项目的分析中得出的论述集中在与教师供应、质量相关的关键问题上，并质疑对教育技术教育进行大规模改革的证据。本文强调了英国教师教育工作者的声音被边缘化，并为目前沉浸在国际努力“改革”和“审查”教育技术教育的同事们提供了一个警示故事。我们认为，这个案例研究说明了国际部门形成VCoP的潜力，并通过这些，挑战假定的“解决方案”，以支持ITE中的政策“问题”。

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

Asia-Pacific Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

7.70%

发文量

期刊介绍： This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.