Teacher education for the changing demographics of schooling: policy, practice and research

针对不断变化的学校教育人口的教师教育：政策、实践和研究

• 批准号: ES/L001314/1
• 负责人: Lani Florian
• 金额: $ 3.87万
• 依托单位: University of Edinburgh
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2014
• 资助国家: 英国
• 起止时间: 2014 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FL001314%2F1
• 关键词: Teacher; education; changing; demographics; schooling

Throughout the UK there are many good schools that produce very high academic attainment for many pupils, but concerns remain about the long tail of under-achievement for the lowest performing 20% of students. Too many schools still struggle to deliver on the promise of a good quality education and good academic and social results for everybody. A key concern is that many classroom teachers report feeling unprepared for the challenges of today's schools and their increasing cultural, linguistic and developmental diversity. Teacher education (TE) has an important role to play in how well prepared new teachers feel for the challenges of today's classrooms, yet in the short time that student teachers are in initial training, it is impossible to anticipate every type of challenge or difficulty they might meet in their professional lives. Moreover, the two widely used but contrasting approaches to preparing student teachers for diversity - specialized courses that are added on to existing programmes or content knowledge on diversity and additional needs that is 'infused' into them, have met with limited success and typically occur alongside other diversity projects related to race, class, culture and language. The proposed seminar series will create a professional space to engage in a broad dialogue with multiple stakeholders to examine the assumptions and values that underlie current TE practices and programmes and consider emerging innovations aimed at synthesising and integrating new thinking about the role of TE in preparing teachers for the changing demographic of schooling. It creates an opportunity for teacher educators and other stakeholders who wish to work collaboratively with colleagues in university schools of education to set out a vision for the future as part of a broad agenda to support reform in teacher education as a strategy to reduce educational inequality by better preparing primary and secondary class teachers to respond to diverse student groups. A new vision is high on the policy agenda in many countries as the pressure to perform well on international comparisons and compete in a global economy drives education policy and as policy makers increasingly look to TE as a site for reform. There is a need to engage key stakeholders in thoughtful discussions on how to prepare primary and secondary classroom teachers to hold high expectations for all students, including students with special educational needs, English language learners and those who might be otherwise disadvantaged or marginalized. Such discussions need to be informed by the evidence about inclusive practices that the research has provided to date, as well as to identify the need for further research in the area.A series of six one day seminars and a mini conference are proposed over 25 months to address the themes of: TE and teachers' practices for diversity (seminars 1 & 2); teachers' knowledge, skills and values (seminar 3); how these can be developed (seminar 4) and incorporated in TE curricula, culture and policies (seminars 5 & 6). Three papers will be presented in each seminar ensuring ample time for discussion. The final mini-conference will disseminate the seminar outcomes.The core seminar group will consist of teacher educators, researchers, teachers and other school staff, policy makers and representatives of professional associations. Other UK participants will be invited to engage in a broad dialogue on relevant themes. In recognition of the value of practitioners' insights on the topics at least half of the participants in each seminar will be teachers and other practitioners. Considering the international relevance of the area, one presenter at each seminar will be an international researcher to provide insights from other contexts and encourage critical reflection. A series of policy briefs and an edited book will be produced.

在整个英国，有许多好学校为许多学生提供了非常高的学术成就，但人们仍然担心表现最差的20%的学生的成绩不佳的长尾。太多的学校仍然在努力实现为每个人提供优质教育和良好学术和社会成果的承诺。一个关键的问题是，许多任课教师报告说，他们对当今学校的挑战及其日益增加的文化、语言和发展多样性感到措手不及。教师教育（TE）在如何为新教师做好准备以应对当今课堂的挑战方面发挥着重要作用，但在实习教师接受初步培训的短时间内，不可能预测他们在职业生涯中可能遇到的每一种挑战或困难。此外，为培养师范生适应多样性而采用的两种广泛使用但却截然不同的方法-在现有课程中增加专门课程，或将关于多样性的知识和额外需求“注入”课程，取得的成功有限，而且通常与其他与种族、阶级、文化和语言有关的多样性项目同时进行。拟议的研讨会系列将创造一个专业空间，与多个利益相关者进行广泛的对话，以研究当前TE实践和计划的假设和价值观，并考虑旨在综合和整合有关TE在为教师准备不断变化的教育人口方面的作用的新思维的新兴创新。它为希望与大学教育学院的同事合作的师范教育工作者和其他利益攸关方创造了一个机会，作为支持师范教育改革的广泛议程的一部分，为未来制定一个愿景，作为减少教育不平等的战略，通过更好地培养中小学教师来应对不同的学生群体。随着在国际比较中表现良好和在全球经济中竞争的压力推动教育政策，以及政策制定者越来越多地将TE视为改革的场所，许多国家的政策议程上都有一个新的愿景。有必要让主要利益攸关方参与深思熟虑的讨论，讨论如何让中小学教师做好准备，对所有学生抱有很高的期望，包括有特殊教育需要的学生、英语学习者和那些可能处于不利地位或被边缘化的学生。这种讨论需要了解到迄今为止研究提供的关于包容性实践的证据，以及确定该领域进一步研究的必要性。建议在25个月内举办一系列为期一天的六次研讨会和一次小型会议，以解决以下主题：TE和教师多样性实践（研讨会1和2）;教师的知识、技能和价值观（研讨会3）;如何发展这些知识、技能和价值观（研讨会4）并将其纳入教育技术课程、文化和政策（研讨会5和6）。每次研讨会将提交三份论文，以确保有足够的时间进行讨论。最后一次小型会议将传播研讨会的成果，研讨会核心小组将由师范教育工作者、研究人员、教师和其他学校工作人员、决策者和专业协会代表组成。联合王国的其他与会者将应邀就相关主题进行广泛对话。由于认识到从业人员对这些专题的见解的价值，每次研讨会至少有一半的与会者将是教师和其他从业人员。考虑到该领域的国际相关性，每次研讨会的一名演讲者将是一名国际研究人员，以提供来自其他背景的见解，并鼓励批判性思考。将编写一系列政策简报和一本编辑的书。

项目成果

Presentation: Moral and Relational Teacher Agency for Social Justice

演讲：道德与关系教师社会正义机构

• 作者: Carr, D. (Speaker)

Teacher Education for the Changing Demographics of Schooling: Issues for Research and Practice

针对不断变化的学校教育人口结构的教师教育：研究和实践问题

• 发表时间: 2017
• 作者: Florian, L

Presentation: Supporting the Participation of All Learners

演示：支持所有学习者的参与

• 作者: Black-Hawkins, K. (Speaker)

Presentation: An Agenda for Research on Inclusive Teacher Education: The Role of a Dynamic Guiding Model

演讲：全纳教师教育研究议程：动态指导模型的作用

• 作者: Blanton, L. P. (Speaker)

Presentation: Navigating the boundaries of difference: Using collaboration in inquiry to develop teaching and progress student learning

演讲：跨越差异的界限：利用探究中的协作来发展教学并促进学生的学习

• 作者: Deppeler, J. (Speaker)