Some see research as an esoteric, other-worldly, practice only to be completed by those unable to do anything ‘real’. Others – including some academics working in universities – see it as ‘just another thing to do’, a burden on already overworked staff, used as an excuse to set even more performance goals. Within initial teacher education, the challenges of research are often exacerbated by the performance and audit pressures related to professional standards. Nevertheless, some teacher education programmes have given research a central place, with students being systematically trained in action research or research-rich reflective practice – as in the Oxford internship scheme in the UK or the ACE scheme in Israel. Other programmes are described as ‘research-informed’, or as ‘drawing on’ (rather than participating in) research. But debates on the relationship between research and teacher education have rarely portrayed the direct link between academic staff, students of initial teacher education, and school pupils, as researchers. This chapter links the activities of all three groups, through the process of research. It focuses on the virtue of curiosity: the drive to discover, to make sense of the world, common to all people. Teacher education that is driven by curiosity will in turn be modelling the curiosity to be promoted in schools. Encouraging curiosity is a way of undermining or redirecting the performativity so well represented by chasing exam results, such as the UK's SATs (Standard Assessment Tests for 7-, 11- and 14-year-olds) or the USA's SAT (Scholastic Assessment Tests for 18-year-olds). Hence, curiosity can be used in such a way as to kill the power of SATs and other external performance-drivers, and can help return teacher education to a more holistic and virtuous practice.

中文翻译：

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好奇心扼杀了 SAT：研究在改变初始教师教育中的表演性中的作用

有些人认为研究是一种深奥的、超凡脱俗的实践，只有那些无法做任何“真实”事情的人才能完成。其他人——包括一些在大学工作的学者——认为这只是“另一件事要做”，给已经过度工作的员工带来负担，被用作设定更多绩效目标的借口。在最初的教师教育中，与专业标准相关的绩效和审计压力往往加剧了研究的挑战。尽管如此，一些教师教育计划已将研究置于中心位置，学生在行动研究或研究丰富的反思实践方面接受系统性培训——如英国的牛津实习计划或以色列的 ACE 计划。其他项目被描述为“研究知情”，或“借鉴”（而不是参与）研究。但是关于研究与教师教育之间关系的辩论很少将学术人员、初级教师教育的学生和作为研究人员的学生之间的直接联系描绘出来。本章通过研究过程将所有三个小组的活动联系起来。它侧重于好奇心的美德：发现和理解世界的动力，这是所有人的共同之处。由好奇心驱动的教师教育将反过来塑造在学校中推广的好奇心。鼓励好奇心是一种削弱或重新引导表现力的方式，这种表现力以追逐考试成绩为代表，例如英国的 SAT（针对 7、11 和 14 岁儿童的标准评估测试）或美国的 SAT（针对 7 岁、11 岁和 14 岁儿童的学术评估测试）。 18 岁）。因此，