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。

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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