平衡教师教育者的研究倾向和教学倾向——以挪威为例

IF 1.4 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Asia-Pacific Journal of Teacher Education Pub Date : 2022-06-21 DOI:10.1080/1359866X.2022.2073868

Kari Smith

{"title":"平衡教师教育者的研究倾向和教学倾向——以挪威为例","authors":"Kari Smith","doi":"10.1080/1359866X.2022.2073868","DOIUrl":null,"url":null,"abstract":"ABSTRACT The role of research in teacher education is a widely discussed topic by policymakers as well as by researchers and practitioners. At the policy level, there seems to be a general claim that teacher education shall be research based (OECD, 2005; European Commission, 2013; Finnish Ministry of Education and Culture, 2021; Norwegian Ministry of Knowledge, 2020). The claims are strong, however, the interpretation and the operationalisation of the role of research in teacher education is, to say it mildly, vague. In this paper, I will briefly present voices of some international researchers with the purpose of illuminating the complex roles research plays in teacher education. A major part of this paper will present an example of how Norway has attempted to operationalise the complexity of balancing between teacher educators’ researcherly and pedagogical dispositions by funding the National Research School in Teacher Education (NAFOL). The overall goal of the research school is to develop “researching teacher educators” with equal value of all the three words.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"328 - 342"},"PeriodicalIF":1.4000,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway\",\"authors\":\"Kari Smith\",\"doi\":\"10.1080/1359866X.2022.2073868\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT The role of research in teacher education is a widely discussed topic by policymakers as well as by researchers and practitioners. At the policy level, there seems to be a general claim that teacher education shall be research based (OECD, 2005; European Commission, 2013; Finnish Ministry of Education and Culture, 2021; Norwegian Ministry of Knowledge, 2020). The claims are strong, however, the interpretation and the operationalisation of the role of research in teacher education is, to say it mildly, vague. In this paper, I will briefly present voices of some international researchers with the purpose of illuminating the complex roles research plays in teacher education. A major part of this paper will present an example of how Norway has attempted to operationalise the complexity of balancing between teacher educators’ researcherly and pedagogical dispositions by funding the National Research School in Teacher Education (NAFOL). The overall goal of the research school is to develop “researching teacher educators” with equal value of all the three words.\",\"PeriodicalId\":47276,\"journal\":{\"name\":\"Asia-Pacific Journal of Teacher Education\",\"volume\":\"50 1\",\"pages\":\"328 - 342\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2022-06-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Asia-Pacific Journal of Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/1359866X.2022.2073868\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia-Pacific Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1359866X.2022.2073868","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

摘要

研究在教师教育中的作用是决策者、研究人员和从业者广泛讨论的话题。在政策层面，似乎普遍主张教师教育应以研究为基础（经合组织，2005年；欧盟委员会，2013年；芬兰教育和文化部，2021年；挪威知识部，2020年）。这些说法很有力，然而，委婉地说，对研究在教师教育中的作用的解释和操作是模糊的。在本文中，我将简要介绍一些国际研究人员的声音，目的是阐明研究在教师教育中所扮演的复杂角色。本文的主要部分将举一个例子，说明挪威如何试图通过资助国家教师教育研究院（NAFOL）来实现教师教育工作者研究和教学倾向之间的复杂平衡。研究型学校的总体目标是培养具有同等价值的“研究型教师教育者”。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway

ABSTRACT The role of research in teacher education is a widely discussed topic by policymakers as well as by researchers and practitioners. At the policy level, there seems to be a general claim that teacher education shall be research based (OECD, 2005; European Commission, 2013; Finnish Ministry of Education and Culture, 2021; Norwegian Ministry of Knowledge, 2020). The claims are strong, however, the interpretation and the operationalisation of the role of research in teacher education is, to say it mildly, vague. In this paper, I will briefly present voices of some international researchers with the purpose of illuminating the complex roles research plays in teacher education. A major part of this paper will present an example of how Norway has attempted to operationalise the complexity of balancing between teacher educators’ researcherly and pedagogical dispositions by funding the National Research School in Teacher Education (NAFOL). The overall goal of the research school is to develop “researching teacher educators” with equal value of all the three words.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.