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

苏格兰最近的教育改革和威尔士目前的教育改革议程都围绕着发展“教师专业精神”这一教育改进的关键。这两种背景下的政策都倡导教师广泛的专业学习、专业标准、课程共建和研究素养，以发展他们的专业精神。在这样做的过程中，他们呼应了主导的国际趋势，即将教师个人能力视为有效教育的关键因素。然而，尽管在苏格兰和威尔士的政策中无处不在地使用“教师专业主义”，但这个概念在历史上是有争议的，今天仍然有广泛的争论。这项研究项目试图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主义的性质，因为它是由苏格兰和威尔士教育系统的政策、文化和结构推动的。利用与中学教师的研讨会作为知识交流和创造的媒介，我将探索和比较苏格兰和威尔士背景下教师专业精神的理解和实施情况。此外，我将鼓励教师批判性地反思他们的做法，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，该项目还通过其对教师专业学习的直接贡献产生了独特的影响。

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.