Practices and Partnerships: Examining teacher learning and professional development in initial teacher education programmes

我的研究是关于英国的初始教师教育。在我的博士学位中，我考虑了学习环境的选择对实习教师的学习和发展的影响。这项研究是在社会文化领域内进行的，其理论框架是将民族志理解为“既是过程又是结果”(Britzman 1995：229)。在三个不同的培训地点进行了为期一年的密集培训，照亮了不同培训机构的文化，展示了教师学习的结构和发展以及教师培训的有效性和可持续性方面的不同途径。这项研究产生了丰富的原始数据，重点洞察了在英格兰日益市场化的教师培训环境中学习教学的感受。随后的概念化理论导致了一个解决冲突、过渡和代理问题的框架的形成。这一概念框架的分析能力超越了英国和国际上个别项目的具体情况。过去30年，英格兰的教师教育发生了重大变化(Murray&Mutton，2015；Cochran-Smith，2015)，初始教师培训的改革导致英格兰出现了与英国其他地区不同的支离破碎的局面。在这一日益复杂的初始师范教育提供情况下，本项目提案涉及到需要确保有机制为受训者和师范教育工作者提供有重点的支持，以便与该专业的新手一起工作。它包含了ESRC交付计划(2019年)中确定的发展下一代公共服务的关键研究线索，重点是初始教师教育和持续的专业教育，并进一步研究不同教学途径的影响。申请这一奖学金的目的是确保我的博士研究成果和分支机构与学术界内外的广泛受众分享。对一个重要的国际师范教育机构进行研究访问将促进讨论和潜在的合作。在编写同行评议的文章，探讨我的研究结果和方法的同时，还将编写一本关于教师教育中身份认同概念的书籍提案。此外，为教师撰写一篇关于持续专业发展历史的期刊文章，将拓宽我的研究范围，并在我现有出版物记录的基础上再接再厉。与实习生、教师教育工作者、学校领导人和学校导师的接触将进一步发展我的研究，确保研究结果具有实际和可衡量的影响。在培训环境和学校中使用的资源的制作和试验将扩大我研究的影响，并将我作为教师和高级领导的职业生涯与我作为研究人员的发展直接联系起来。在整个研究金期间，我打算利用机会参与网络交流，参加相关的会议，并向不同的受众介绍我的研究成果。我也打算通过进行相关的培训来进一步发展我自己的研究技能。

My research is concerned with initial teacher education in England. In my PhD, I considered how the choice of learning environment impacts on the learning and development of trainee teachers. Sitting within the socio-cultural domain, the research was theoretically framed by an understanding of ethnography as 'both a process and a product' (Britzman 1995:229). The intensive yearlong immersion in three different training sites illuminated the cultures of the differing providers, demonstrating differences between routes both in terms of the structure and development of teacher learning and the effectiveness and sustainability of teacher preparation. The research resulting in the generation of rich, original data giving focused insight into what it looks and feels like to learn to teach in the increasingly marketized environment of teacher training in England. The subsequent conceptual theorising led to the formation of a framework addressing conflict, transition and agency. This conceptual framework has the capacity for analysis that transcends the specifics of individual programmes, both in the UK and internationally.Teacher education in England has seen significant changes over the past three decades (Murray & Mutton, 2015; Cochran-Smith, 2015), with reforms to initial teacher training resulting in a fragmented landscape in England that differs from the rest of the United Kingdom. Situated within this increasingly complex landscape of initial teacher education provision, this project proposal addresses the need to ensure that there are mechanisms for focused support for trainees and for teacher educators working with newcomers to the profession. It embraces crucial research strands for the development of next-generation public services identified in the ESRC Delivery Plan (2019), with a focus on initial teacher education and ongoing professional education combined with further research into the impact of different routes into teaching.In applying for this Fellowship, my aim is to ensure that the findings and ramifications of my doctoral research are shared with a range of audiences, both within and outside academia. The undertaking of a research visit to a key international institution for teacher education will facilitate discussion and potential collaboration. The production of peer-reviewed articles exploring the findings and the methodology of my research will be supplemented by the writing of a book proposal addressing the concept of identity in teacher education. In addition, the writing of a journal article around the history of CPD for teachers will broaden the scope of my research and build on my existing publication track record.Engagement with trainees, teacher educators, school leaders and school mentors will further develop my research, ensuring that there is a practical and measurable impact from the research findings. The production and trialling of resources for use in the training environment and in schools will broaden the impact of my research and make a direct link between my own career as a teacher and senior leader and my development as a researcher. Throughout the Fellowship, I intend to exploit opportunities to engage in networking, attending relevant conferences and meetings and presenting my research to different audiences. It is also my intention to further develop my own research skills through the undertaking of relevant training.