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

学习教学：苏格兰少数族裔早期职业教师的经历

• 批准号: 2746284
• 金额: --
• 依托单位: University of Strathclyde
• 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-2746284
• 关键词: Learning; teach; experiences; minority; ethnic

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.

前所未有的全球流动性水平正在使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，少数民族教师的代表性并不能反映更广泛的人口；这种情况反映在苏格兰，也是苏格兰政府致力于解决的问题。我们知道，招聘和留住一支具有种族代表性的教师队伍是一件复杂的事情，涉及许多问题，包括教学表现、种族主义经历、以白人为主的课程设计和种族榜样期望。来自“初任教师教育质量测量”项目（www.mquite.scot）的新数据也支持这样的观点，即需要做更多的工作，因此需要进一步调查少数民族早期职业教师的经验。这个拟议的学生项目将涉及两所高等教育机构（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）、独立的教师监管机构（GTCS）和学生之间的合作，由SGSSS支持。这种合作确保了研究既受到政策背景的影响，同时也影响了未来的政策和实践决策。该项目将讲述少数民族早期职业教师的经历，探讨他们的初始教师教育（ITE）招聘，ITE经验本身，以及全面注册GTCS的入职年份。这些故事是对大多数白人教学和教师教育结构的反叙述，这种结构维持了一个不具代表性的劳动力。虽然由成功的申请人决定，但我们设想批判性种族理论作为研究的理论基础。这提供了一种更广泛地理解和阐明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的方法，以及这些紧张关系如何与少数民族教师的早期职业经历相交叉。该项目将有助于苏格兰教师队伍的发展，真正代表所有种族和民族社区。