Place based teacher professional development programme

基于地方的教师专业发展计划

• 批准号: NE/V009761/1
• 负责人: Patricia Thomson
• 金额: $ 1.8万
• 依托单位: University of Nottingham
• 依托单位国家: 英国
• 项目类别: Research Grant
• 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=NE%2FV009761%2F1
• 关键词: Place; based; teacher; professional; development

ESRC: Brittany Wright: ES/P000711/1This project will involve devising, delivering and evaluating a place-based professional development programme for teachers. State control and influence over national curricula and school practices mean that the distinctive nature of local places is often ignored in school. Instead, teachers in many countries deliver nationally accredited curricula and, in secondary schools and further education settings, teach to examination specifications in which content and methods of assessment are both prescribed. In this way, formal education in schools can be seen as 'space-blind', with the demands of national models of teaching, learning and assessment eclipsing the needs of the local context. Furthermore, this lack of attention to the relationship between a school and the place in which it is situated, its locale, means that wider power relations are ignored. For instance, in the UK, a number of regional areas have been identified as 'left behind' by the government, due to their low performance on a range of social and economic indicators. Rather than exploring the specific nature of and reasons for this low performance, currently policy advocates exporting pedagogies and educational approaches from London in a bid to resolve these stark inequalities. Arguably, the indirect benefits of living in an urban centre, from close proximity to free cultural institutions to increased funding for schools, support educational performance in London too. Yet these wider geographic inequalities are not addressed (Department for Education, 2017). Both the UK and Canada have inequalities between regional areas and urban areas and, as a result, teachers in these rural and regional areas are often seen as less effective than their urban counterparts, despite the very different contexts in which they work. The teacher development programme described here will put local places front and centre, teaching key research methods to teachers at Acadia University so that they can research their own local places and schools. The teachers will share their data as the programme progresses. By conducting research in this supported way, with workshops delivered to support each stage of the research process, the research skills of the teachers will be supported significantly. The final workshop will draw on the teachers' datasets and understanding of theories relating to rural literacies in order to devise a set of socially-just, place-informed pedagogies in schools. These will be diverse and responsive to the needs of each individual school and place, standing in stark contrast to typical policy responses to place-based educational inequalities.

ESRC：布列塔尼赖特：ES/P000711/1本项目将涉及设计、提供和评价一个以地方为基础的教师专业发展方案。国家对国家课程和学校做法的控制和影响意味着学校往往忽视地方的独特性。相反，许多国家的教师提供国家认可的课程，并在中学和继续教育环境中按照考试规格进行教学，其中规定了内容和评估方法。这样，学校的正规教育可以被视为“空间盲”，国家教学、学习和评估模式的要求掩盖了当地情况的需要。此外，这种对学校与其所在地、其所在地之间关系的忽视，意味着更广泛的权力关系被忽视。例如，在英国，一些地区由于在一系列社会和经济指标上表现不佳，被政府确定为“落后”地区。目前的政策主张从伦敦输出教学和教育方法，以解决这些严重的不平等，而不是探索这种低绩效的具体性质和原因。可以说，生活在城市中心的间接好处，从靠近免费文化机构到增加学校资金，也支持了伦敦的教育表现。然而，这些更广泛的地理不平等没有得到解决（教育部，2017）。英国和加拿大都有地区和城市地区之间的不平等，因此，这些农村和地区的教师往往被视为不如他们的城市同行有效，尽管他们的工作环境非常不同。这里所描述的教师发展方案将把地方放在首位和中心，向哥伦比亚大学的教师教授关键的研究方法，使他们能够研究自己的地方和学校。教师们将随着课程的进展分享他们的数据。通过以这种支持的方式进行研究，提供研讨会，以支持研究过程的每个阶段，教师的研究技能将得到显着的支持。最后一次研讨会将利用教师的数据集和对农村扫盲理论的理解，以便在学校设计一套社会公正、了解地点的教学法。这些政策将是多样化的，并能满足每个学校和地方的需求，与针对基于地方的教育不平等的典型政策形成鲜明对比。