A critical realist approach to understanding the recruitment and retention problem of secondary school teachers in the UK.

用批判现实主义的方法来理解英国中学教师的招聘和保留问题。

• 批准号: 2700630
• 金额: --
• 依托单位: University of Edinburgh
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2700630
• 关键词: critical; realist; approach; understanding; recruitment

Recent education reforms in Scotland and the current education reform agenda in Wales have centred around the development of 'teacher professionalism' as key to educational improvement. The policies in both contexts advocate extensive professional learning, professional standards, curriculum co-construction and research-literacy for teachers to develop their professionalism. In doing so, they echo dominant international trends that view individual teacher capacity as the key factor in effective schooling. Yet despite the ubiquitous use of 'teacher professionalism' in the Scottish and Welsh policies, the concept is historically contentious and remains widely debated today. This research project seeks to analyse the reforms in Scotland and Wales to determine whether the kind of professionalism that is being constructed and enabled for secondary school teachers in these contexts can ultimately support good teaching. Utilising an innovative research design formulated around teacher-researcher collaborative workshops, I seek to critically question the nature of teacher professionalism as it is promoted by the policies, cultures and structures of the Scottish and Welsh education systems. Using workshops with secondary school teachers as a medium for knowledge exchange and creation, I will explore and compare how teacher professionalism is understood and enacted in the Scottish and Welsh contexts. Further, I will challenge teachers to critically reflect on their practices and consider alternative ways of working and flourishing as professional teachers. This project is uniquely impactful through its direct contribution to teachers' professional learning, in addition to building critical links between educational research, policy and practice.

苏格兰最近的教育改革和威尔士当前的教育改革议程都以“教师专业精神”的发展为中心，将其作为改善教育的关键。两大背景下的政策都主张广泛的专业学习、专业标准、课程共建和研究性素养，以培养教师的专业素养。在这样做的过程中，他们呼应了将教师个人能力视为有效教育的关键因素的国际主流趋势。然而，尽管在苏格兰和威尔士的政策中普遍使用“教师专业主义”，但这一概念在历史上一直存在争议，至今仍在广泛争论。本研究项目旨在分析苏格兰和威尔士的改革，以确定在这些背景下正在为中学教师构建和启用的那种专业精神是否最终能够支持良好的教学。利用围绕教师-研究人员合作研讨会制定的创新研究设计，我试图批判性地质疑教师专业精神的本质，因为它是由苏格兰和威尔士教育系统的政策、文化和结构所促进的。利用与中学教师的研讨会作为知识交流和创造的媒介，我将探索和比较在苏格兰和威尔士的背景下如何理解和实施教师专业主义。此外，我将挑战教师批判性地反思他们的实践，并考虑作为专业教师工作和发展的其他方式。除了在教育研究、政策和实践之间建立关键联系外，该项目还直接促进了教师的专业学习，具有独特的影响力。