Teacher education and pedagogy: theory, policy and practice
Teacher education and pedagogy: theory, policy and practice
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教师教育与教育学：理论、政策与实践
DOI：
10.1080/03057925.2015.1074832
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
R. Anuradha
中科院分区：
文献类型：
--
作者：
R. Anuradha
第一章，由让默里，是一个合适的介绍，这提供了一个背景，这本书的主题，因为她讨论了‘脱落在教师教育‘从历史和分析的角度。她确定了四个决定性因素来解释目前英国教师教育的状况。这些因素包括重视新大学的教师教育，这些大学没有得到足够的研究资金，政府新的自由主义教育政策增加了官僚主义和监管，以及政府更倾向于以学校为中心的培训，而不是以大学为中心的教师职前培训，从而减少了对大学的研究资金。这些因素共同导致了大学对教师教育改革研究的兴趣下降。因此，Murray得出结论：
The first chapter, by Jean Murray, is a fitting introduction, which provides a backdrop to the theme of this book as she discusses the ‘fall out in teacher education’ from historical and analytical perspectives. She has identified four defining factors to account for the situation of teacher education in England at present. These factors include the emphasis given to teacher education in new universities that do not receive adequate funding for research, increasing bureaucratisation and regulation by the new liberal educational policies of the government and its preference for school-centred training over university-centred pre-service training for teachers and the consequent reduction in research funding to universities. Collectively, these factors have led to a decline of interest of universities in reform through research on teacher education. Murray therefore concludes: