地方大学教师教育面临的推动因素和障碍的比较研究:2013年和2020年的快照。

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Teacher Education Pub Date : 2022-01-01 DOI:10.14221/1835-517x.6238

Sharon L K McDonough, R. Brandenburg

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引用次数: 0

摘要

虽然初级教师教育的提供已经成为100多项调查和多项改革的主题，但教师教育方面的工作仍未得到充分研究。这项比较研究提供了在澳大利亚一所地区大学进行的间隔七年(2013年和2020年)的教师教育调查的两个快照。该研究的主要目的是检查教师教育工作者如何描述他们的工作和目标，并确定在他们的实践中存在的障碍和推动因素。数据按主题进行编码和分类。研究结果强调，个人和专业经历确实塑造了教师教育工作者的目标和动机;这些知识和技能影响着他们制定工作的方式，专业发展是必不可少的。与教师教育纪律和日益随意的劳动力有关的问题需要由专业内外的人来解决。

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A comparative study investigating the enablers and barriers facing teacher educators in a regional university: Snapshots from 2013 and 2020.

Although the provision of initial teacher education has been the subject of more than 100 inquiries and multiple reforms, the work of those in teacher education remains under-researched. This comparative research provides two snapshots of teacher educator surveys conducted seven years apart (2013 and 2020) in a regional university in Australia. The primary aim of the research was to examine how teacher educators describe their work and goals and to identify the barriers and enablers that are present in their practice. The data were thematically coded and categorised. The outcomes highlight that personal and professional experiences do shape the goals and motivations of teacher educators; that knowledge and skills impact the ways that they enact their work, and that professional development is essential. Issues pertaining to the discipline of teacher education and an increasingly casualised workforce need to be addressed by those within and external to the profession.

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来源期刊

Australian Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.