ABSTRACT

This paper reviews recent policy understandings of research capacity in teacher education in the UK. It then draws on a case study from Wales to suggest a conceptualisation of research capacity-building in teacher education that encompasses individual, organisational and systemic levels while remaining sensitive to the particulars of professional practice in teacher education. We argue that a healthy ecology of research-rich teacher education practice and policy includes teacher educators based in universities, schools, colleges or other settings, teachers and other education practitioners, students, school management, governors, local authorities, policy makers, research funders, publishers. We recommend a principled approach to public investment in capacity-building initiatives that embraces a vision of collaborative research-rich professional practice and professional development along all career stages, and commits to sustaining more expansive understandings of research culture in organisations, matched by appropriate recognition mechanisms.

摘要

本文回顾了英国对教师教育研究能力的最新政策理解。然后，它借鉴了威尔士的一个案例研究，提出了教师教育研究能力建设的概念，该研究涵盖了个人，组织和系统层面，同时对教师教育专业实践的细节保持敏感。我们认为，研究丰富的教师教育实践和政策的健康生态应该包括大学，学校，学院或其他机构的教师教育者，教师和其他教育从业人员，学生，学校管理人员，州长，地方当局，政策制定者，研究资助者，发布商。