Learning to teach: the experiences of minority ethnic early career teachers in Scotland

前所未有的全球流动性正在让文化和种族同质化的教室变得不那么常见。尽管这种多样性日益增加，但少数民族教师的代表性并没有反映出更广泛的人口；苏格兰反映了这种情况，苏格兰政府正致力于解决这一问题。我们知道，招聘和留住一支具有种族代表性的教师队伍是复杂的，涉及无数问题，包括教学代表性、种族主义经历、占多数的白人课程设计和对种族榜样的期望。衡量初始教师教育质量项目(www.mquie.skt)的新数据也支持这样一种观点，即需要开展工作，因此需要对少数民族早期职业教师的经历进行进一步调查。这项拟议的学生资格将涉及两所高等院校(斯特拉斯克莱德大学和玛格丽特女王大学)、一个公共部门机构(苏格兰政府)、教师独立监管机构(GTCS)和由SGSSS支持的学生之间的合作。这样的合作确保研究既受到政策背景的影响，同时也影响未来的政策和实践决策。该项目将表达少数族裔早期职业教师的经验，探索他们招募到初始教师教育(ITE)的情况，ITE经验本身，以及导致GTCS正式注册的入职年份。这样的故事是对白人占多数的教学和教师教育结构的反叙事，这种结构保持了一支没有代表性的劳动力。虽然由成功的申请者决定，我们预计关键种族理论将作为研究的理论基础。这提供了一种方法，可以更广泛地理解和阐释苏格兰教育和苏格兰社会中普遍存在的系统性种族紧张关系，以及这些紧张关系如何与少数族裔教师的早期职业经历相交。该项目将有助于苏格兰发展一支真正代表所有种族和民族社区的教师队伍。

Unprecedented levels of global mobility are making culturally and ethnically homogenous classrooms less common. Despite this increasing diversity, representation of minority ethnic teachers does not reflect the wider population; a situation reflected in Scotland, and something Scottish Government is committed to tackling. We know that recruiting and retaining an ethnically representative teacher workforce is complex, covering myriad issues including representations of teaching, experiences of racism, White majority curriculum designs and ethnic role model expectations. Emerging data from the Measuring Quality in Initial Teacher Education project (www.mquite.scot) also supports the view that work needs to be done, and further investigation into the experiences of minority ethnic early career teachers is therefore required. This proposed studentship will involve a collaboration between two HEIs (Strathclyde and Queen Margaret University), a public sector body (the Scottish Government), the independent regulatory body for teachers (GTCS) and the student, enabled by SGSSS. Such a collaboration ensures that the research is both influenced by policy contexts, whilst also influencing future policy and practice decisions.The project will give voice to the experiences of minority ethnic early career teachers, exploring their recruitment to initial teacher education (ITE), the ITE experience itself, and the induction year leading to full GTCS registration. Such stories act as counter-narratives to the majority White construction of teaching and teacher education which has maintained an unrepresentative workforce. Although for the successful applicant to decide, we envisage Critical Race Theory as the theoretical underpinning for the study. This provides a way to understand and illuminate widespread and systemic racial tensions across Scottish education and Scottish society more broadly, and how these intersect with minority ethnic teachers' early career experiences. This project will contribute towards the development of a teacher workforce in Scotland that is truly representative of all racial and ethnic communities.