Creating a culture of research in teacher education: learning research within communities of practice
Creating a culture of research in teacher education: learning research within communities of practice
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创建教师教育研究文化：在实践社区中学习研究
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
M. Haigh
中科院分区：
文献类型：
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作者：
M. Hill;M. Haigh
在一些国际背景下，例如在南非、挪威、澳大利亚和新西兰，教师教育最近已经转移到学院。同时，还出台了研究绩效资助措施。这两个变化都给教师教育工作者带来了压力，要求他们成为“活跃的研究人员”。文献表明，教师教育工作者可以在支持下提高和深化他们的研究生产率，以建立而不是破坏他们现有的身份。我们对教育学院研究带头人的访谈结果表明，培养研究实践社区可以帮助教师教育工作者与更有经验的同事一起学习，并成为完全成熟的研究学者。
In some international contexts, for example in South Africa, Norway, Australia and New Zealand, teacher education has recently shifted into the academy. Concurrently research performance funding measures have been introduced. Both changes have placed pressure on teacher educators to become ‘research active’. The literature indicates that teacher educators can increase and deepen their research productivity with support in ways that build on, rather than break down, their existing identities. Our findings from interviews with research leaders in education faculties indicate that cultivating communities of research practice can assist teacher educators to learn alongside more experienced colleagues, and become fully fledged researching academics.