权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Practices and Partnerships: Examining teacher learning and professional development in initial teacher education programmes

实践与伙伴关系：检查初始教师教育计划中的教师学习和专业发展

基本信息

批准号：
ES/V007661/1
负责人：
Sarah Steadman
金额：
$ 13.28万
依托单位：
King's College London
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FV007661%2F1
关键词：
Practices Partnerships Examining teacher learning

项目摘要

My research is concerned with initial teacher education in England. In my PhD, I considered how the choice of learning environment impacts on the learning and development of trainee teachers. Sitting within the socio-cultural domain, the research was theoretically framed by an understanding of ethnography as 'both a process and a product' (Britzman 1995:229). The intensive yearlong immersion in three different training sites illuminated the cultures of the differing providers, demonstrating differences between routes both in terms of the structure and development of teacher learning and the effectiveness and sustainability of teacher preparation. The research resulting in the generation of rich, original data giving focused insight into what it looks and feels like to learn to teach in the increasingly marketized environment of teacher training in England. The subsequent conceptual theorising led to the formation of a framework addressing conflict, transition and agency. This conceptual framework has the capacity for analysis that transcends the specifics of individual programmes, both in the UK and internationally.Teacher education in England has seen significant changes over the past three decades (Murray & Mutton, 2015; Cochran-Smith, 2015), with reforms to initial teacher training resulting in a fragmented landscape in England that differs from the rest of the United Kingdom. Situated within this increasingly complex landscape of initial teacher education provision, this project proposal addresses the need to ensure that there are mechanisms for focused support for trainees and for teacher educators working with newcomers to the profession. It embraces crucial research strands for the development of next-generation public services identified in the ESRC Delivery Plan (2019), with a focus on initial teacher education and ongoing professional education combined with further research into the impact of different routes into teaching.In applying for this Fellowship, my aim is to ensure that the findings and ramifications of my doctoral research are shared with a range of audiences, both within and outside academia. The undertaking of a research visit to a key international institution for teacher education will facilitate discussion and potential collaboration. The production of peer-reviewed articles exploring the findings and the methodology of my research will be supplemented by the writing of a book proposal addressing the concept of identity in teacher education. In addition, the writing of a journal article around the history of CPD for teachers will broaden the scope of my research and build on my existing publication track record.Engagement with trainees, teacher educators, school leaders and school mentors will further develop my research, ensuring that there is a practical and measurable impact from the research findings. The production and trialling of resources for use in the training environment and in schools will broaden the impact of my research and make a direct link between my own career as a teacher and senior leader and my development as a researcher. Throughout the Fellowship, I intend to exploit opportunities to engage in networking, attending relevant conferences and meetings and presenting my research to different audiences. It is also my intention to further develop my own research skills through the undertaking of relevant training.

我的研究是关于英国初级教师教育的。在我的博士阶段，我研究了学习环境的选择对实习教师学习和发展的影响。在社会文化领域，这项研究的理论框架是将民族志理解为“既是过程又是产品”（Britzman 1995:229）。在三个不同的培训地点进行为期一年的密集浸入，阐明了不同提供者的文化，展示了教师学习的结构和发展以及教师准备的有效性和可持续性方面的不同路线。这项研究产生了丰富的原始数据，让人们有针对性地了解在英国日益市场化的教师培训环境中学习教学的样子和感觉。随后的概念理论化形成了一个处理冲突、过渡和代理的框架。无论是在英国还是在国际上，这一概念框架都具有超越个别项目具体情况的分析能力。在过去的三十年里，英格兰的教师教育发生了重大变化（Murray & Mutton, 2015; Cochran-Smith, 2015），对初始教师培训的改革导致了英格兰与英国其他地区不同的支离破碎的景观。在初级教师教育提供日益复杂的背景下，本项目提案解决了确保有机制为培训生和教师教育工作者提供重点支持的需求。它包含了ESRC交付计划（2019）中确定的下一代公共服务发展的关键研究方向，重点是初级教师教育和持续的专业教育，并结合对不同路线对教学影响的进一步研究。在申请这个奖学金时，我的目的是确保我的博士研究的发现和影响与学术界内外的广泛受众分享。对教师教育的主要国际机构进行研究访问将促进讨论和潜在的合作。除了撰写同行评议的文章，探索我的研究结果和方法论之外，我还将撰写一份关于教师教育中身份认同概念的图书提案。此外，撰写一篇围绕教师CPD历史的期刊文章将拓宽我的研究范围，并建立在我现有的出版记录上。与学员、教师教育者、学校领导和学校导师的接触将进一步发展我的研究，确保研究结果具有实际和可衡量的影响。在培训环境和学校中使用的资源的生产和试用将扩大我的研究的影响，并将我自己作为教师和高级领导的职业生涯与我作为研究人员的发展直接联系起来。在整个奖学金期间，我打算利用机会参与网络，参加相关会议和会议，并向不同的受众展示我的研究。我也希望通过接受相关培训，进一步提高自己的研究能力。