ABSTRACT

This paper examines the connections and disconnections between teacher education policy and research, and considers future opportunities for teacher education research by rethinking the notion of evidence as it is conceptualised in current policy debates. Historically, teacher education was positioned as a training issue, then as a learning issue, and more recently it has been framed as a policy problem requiring significant reform. By analysing the influences on current teacher education policy, this paper argues that we are now in a second stage of the ‘teacher education as a policy problem’ phase. Teacher education is now a politically constructed and ideological policy problem and the associated discourses of evidence are contributing to disconnections between teacher education research and policy. Drawing on findings from a large-scale longitudinal study investigating the effectiveness of teacher education that highlighted the complex and non-linear processes of learning teaching and doing teaching, I argue that singular thinking about the purpose of teacher education as only preparing teachers must be problematised. I suggest that calls for evidence, that are so prevalent in current policy, must be interrogated and reframed if compelling and convincing connections between teacher education policy and research are to be realised.

摘要

本文研究了教师教育政策与研究之间的联系和脱节，并通过重新思考在当前政策辩论中概念化的证据概念，考虑了教师教育研究的未来机会。从历史上看，教师教育被定位为培训问题，然后是学习问题，最近，它被定位为需要重大改革的政策问题。通过分析对当前教师教育政策的影响，本文认为我们现在处于“作为政策问题的教师教育”阶段的第二阶段。现在，教师教育是一个政治建构和意识形态政策问题，而相关的证据论据也加剧了教师教育研究与政策之间的脱节。我根据一项大规模的纵向研究调查了教师教育的有效性，该研究突显了学习和进行教学的复杂而非线性的过程，我认为，对教师教育的目的的单一思考必须被质疑，因为这只是准备教师的问题。 。我建议，如果要实现师范教育政策与研究之间的令人信服的和令人信服的联系，就必须审视和重新制定在现行政策中如此普遍的证据要求。