ABSTRACT

This paper uses the theories of practice architectures and learning to teach to study in-service teachers’ practice of learning to teaching within a further education (FE)-based initial teacher education (ITE) classes at one further education college (FEC) in England. It seeks to answer two research questions: How do in-service teachers learn how to teach within a teacher education classes at a general FE college in England? What site-based factors shape the in-service teachers’ practice of learning to teach? Using an action research methodology, the researcher, a university-based teacher educator, worked with a team of six FE-based teacher educators and their 35 in-service teachers to answer these questions. Drawing on data from six ‘teacher talk’ meetings with the teacher educators and three focus groups with the in-service teachers, the paper builds on and adds to international maps of existing research and knowledge of their practice of learning to teach.

摘要

本文使用实践体系结构和学习的理论来研究在职教师在英格兰一所继续教育学院（FEC）的基于继续教育（FE）的初始教师教育（ITE）班级中的学习教学实践。 。它试图回答两个研究问题：在职教师如何在英格兰一所普通教育学院的教师教育班里学习如何教学？哪些现场因素会影响在职教师的学习教学习惯？使用行动研究方法，研究人员（大学教师教育工作者）与6名基于FE的教师教育工作者及其35名在职教师组成的团队合作，回答了这些问题。利用来自与教师教育者的六次“教师讲座”会议和与在职教师的三个焦点小组的数据，