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当前的教育改革议程都围绕着“教师专业化”的发展，这是教育改进的关键。这两种背景下的政策都倡导广泛的专业学习、专业标准、课程共建和研究素养，以促进教师专业化发展。在这样做的时候，他们呼应了主流的国际趋势，即认为教师个人的能力是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，今天仍然存在广泛的争论。该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建设和启用中学教师的专业精神是否最终能够支持良好的教学。利用创新的研究设计，制定围绕教师研究员协作研讨会，我试图批判性地质疑教师专业精神的性质，因为它是由苏格兰和威尔士的教育系统的政策，文化和结构的促进。利用与中学教师的知识交流和创作的媒介研讨会，我将探讨和比较如何教师专业的理解和制定在苏格兰和威尔士的情况。此外，我将挑战教师批判性地反思他们的做法，并考虑作为专业教师的工作和繁荣的替代方式。该项目通过其对教师专业学习的直接贡献以及在教育研究，政策和实践之间建立关键联系而具有独特的影响力。

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.