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使文化和种族同质的教室变得不那么普遍。尽管这种多样性不断增加，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，苏格兰政府致力于解决这一问题。我们知道，招聘和保留一个具有种族代表性的教师队伍是复杂的，涉及无数的问题，包括教学的代表性，种族主义的经验，白色多数课程设计和种族榜样的期望。从衡量初始教师教育质量项目（www.mquite.scot）的新数据也支持这样的观点，即需要做的工作，并进一步调查少数民族早期职业教师的经验，因此需要。这项拟议的助学金将涉及两个高等院校（斯特拉斯克莱德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）和学生之间的合作，由SGSSS启用。这种合作确保了研究既受政策背景的影响，同时也影响未来的政策和实践决策。该项目将表达少数民族早期职业教师的经验，探索他们的招聘到初始教师教育（ITE），ITE经验本身，以及导致全面GTCS注册的入门年。这样的故事作为反叙事的大多数白色建设的教学和教师教育，一直保持着一个不具代表性的劳动力。虽然对于成功的申请人决定，我们设想批判种族理论作为研究的理论基础。这提供了一种方法来理解和照亮广泛和系统的种族紧张局势在苏格兰教育和苏格兰社会更广泛，以及这些如何与少数民族教师的早期职业经历相交。该项目将有助于在苏格兰培养一支真正代表所有种族和族裔社区的教师队伍。

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.