Research Capacity in Initial Teacher Education: Trends in Joining the 'Village'

Autor/in	Brooks, Clare
Titel	Research Capacity in Initial Teacher Education: Trends in Joining the 'Village'
Quelle	In: Teaching Education, 32 (2021) 1, S.7-26 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2020.1862077
Schlagwörter	Educational Research; Preservice Teacher Education; Educational Trends; Teacher Researchers; Universities; College Role; Preservice Teachers; Student Attitudes; Accountability; Teacher Role + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Lehramtsstudiengang; Lehrerausbildung; Bildungsentwicklung; Lehrerforschung; University; Universität; Schülerverhalten; Verantwortung; Lehrerrolle
Abstract	Stenhouse's image of the teaching profession as a 'village' could be interpreted as a parochial and insular view of teachers and their readiness to be involved in research. In this paper, I argue that the capacity for teachers to play a more active role in research is diminishing because of how research is situated in initial teacher education (ITE). Drawing on a study of five large-scale university-providers of ITE in different national contexts, I outline four trends. The first is that the role of universities within teacher education is precarious, along with the perceived value of research in teacher education. The second argues that prospective teachers do not perceive teaching as a research-based profession and therefore expect teacher education to be practice-orientated. Teacher education accountability structures downplay the significance of research as part of a teacher's knowledge base and practical repertoire. And finally, the career trajectories and contractual arrangements of teacher educators reduces the overall research capacity of the field. Taken together, these four trends affect how (new) teachers are introduced to education research and diminish their capacity to be actively involved in education research throughout their careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01