作为公共知识分子的教师教育工作者:探索可能性

IF 1.4 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Asia-Pacific Journal of Teacher Education Pub Date : 2022-03-14 DOI:10.1080/1359866X.2022.2049700

D. Heck

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引用次数: 0

摘要

随着高等教育机构通过重组和缩减规模来应对日益增加的财政压力，教师教育往往被纳入更大的院系，这导致教师教育工作者的工作，特别是在无数的基准和措施中失去了认证。即使在全球大流行期间，教学和教师教育也继续受到政策制定者的审查，并被描述为存在问题。在《亚太教师教育杂志》创刊50周年之际，我们适时地反思我们作为公共知识分子的角色，并探索参与讨论的可能性，以改变教学和教师教育中的负面目光，探索和产生新的情感。本文批判性地分析了教师教育工作者作为公共知识分子通过其研究、教学和服务努力为教育研究和实践做出文化贡献的可能性。

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Teacher educators as public intellectuals: exploring possibilities

ABSTRACT As higher education providers respond to increasing financial pressures with restructures and downsizing, teacher education is often subsumed into larger faculties that result in teacher educators’ work, especially related to accreditation lost in the myriad of benchmarks and measures to be achieved. Even during a worldwide pandemic, teaching and teacher education continue to be subjected to scrutiny and portrayed as problematic by policymakers. In the 50th year of the Asia-Pacific Journal of Teacher Education, it is timely to reflect on our role as public intellectuals and explore possibilities to engage with discussions that shift the negative gaze in both teaching and teacher education to explore and generate new sensibilities. The paper critically analyses possibilities for teacher educators as public intellectuals through their research, teaching and service endeavours to make cultural contributions to education research and practice.

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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.