Challenges of Research(er) Development in University Schools of Education: A Scottish Case

Autor/inn/en	Hulme, Moira; Sangster, Pauline
Titel	Challenges of Research(er) Development in University Schools of Education: A Scottish Case
Quelle	In: Journal of Further and Higher Education, 37 (2013) 2, S.181-200 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2011.644781
Schlagwörter	Foreign Countries; Teacher Education; Educational Change; Educational Research; Semi Structured Interviews; Schools of Education; Research Universities; College School Cooperation; Researchers; Educational Strategies; Teacher Educators; Political Influences; Economic Factors; Teacher Researchers; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftliche Fakultät; Forschungseinrichtung; Researcher; Forscher; Lehrstrategie; Teacher education; Education; Political influence; Politischer Einfluss; Ökonomischer Faktor; Lehrerforschung
Abstract	From the 1990s the professional preparation of intending teachers in Scotland moved from monotechnic colleges to seven university schools of education. "Universitisation" (Menter et al. 2006) created new opportunities for the creative adaptation of work cultures to value teaching and research. New appointments are expected to demonstrate research potential and to hold higher degrees. The need to build research capacity "in" and "for" teacher education is a recognised international priority and is particularly important given the demographic profile of the UK educational research community (Mills et al. 2006). Through a series of 19 semi-structured interviews in two schools of education located in research intensive universities in Scotland during 2009-10, this research explored: (1) the experiences and tactics of emerging researchers with teacher education roles; and (2) institutional strategies to promote research engagement and development. This small-scale exploratory study identifies diversity within the "academic tribes" of teacher education (Bechler and Trowler 2001; Menter 2011) and suggests that research audits, in combination with political and economic influences on teacher education, may increase the bifurcation of research and teaching, inhibiting possibilities for productive interchange. A recalibration of school-university partnerships is suggested as one strategy to advance research-engaged professional education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10