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. 

摘要

斯滕豪斯将教学专业形象描述为“乡村”，可以解释为对教师的狭och和孤立的看法，以及他们愿意参与研究的意愿。在本文中，我认为教师在研究中扮演更积极角色的能力正在下降，这是因为研究在初始教师教育（ITE）中的地位如何。在研究五种不同国家背景下的ITE的大型大学提供者的基础上，我概述了四个趋势。首先是大学在教师教育中的角色is可危，以及研究在教师教育中的感知价值。第二种观点认为，准教师不会将教学视为研究型专业，因此希望教师教育以实践为导向。教师教育问责制结构淡化了研究作为教师知识库和实践技能的一部分的重要性。最后，教师教育者的职业发展轨迹和合同安排降低了该领域的整体研究能力。总体而言，这四个趋势影响（新）教师被引入教育研究的方式，并削弱了他们在整个职业生涯中积极参与教育研究的能力。