ABSTRACT

Drawing on data from a study of the changing landscape for teachers’ professional development (PD) in England, this paper addresses the provision of PD for teachers in schools serving high-poverty communities designated as ‘Opportunity Areas’. Beginning with critical examination of relationships between teaching quality and social mobility, the paper reports on the analysis of organisations that won funding in the first round of the Teaching and Leadership Innovation Fund (TLIF), offered by the UK government in 2017. The paper shows how an economistic link between teaching ‘quality’ and the political imperative of ‘social mobility’ has restricted the provision of continuing PD for teachers in public schools, narrowing the scope of training to practices that have the capacity to further disadvantage children and young people experiencing economic and social inequity. As such, the CPD provision for teachers in these areas has the potential to reproduce rather than transform existing educational opportunities.

摘要

本文利用对英格兰教师专业发展 (PD) 不断变化的景观的研究数据，探讨了为被指定为“机会区”的高贫困社区服务的学校的教师提供 PD 的问题。从对教学质量与社会流动性之间关系的批判性研究开始，该论文报告了对在 2017 年英国政府提供的第一轮教学和领导力创新基金 (TLIF) 中获得资助的组织的分析。该论文显示教学“质量”与“社会流动”的政治要求之间的经济联系如何限制了公立学校教师的持续 PD，将培训范围缩小到能够进一步使经历经济和社会不平等的儿童和青年处于不利地位的做法。因此，为这些领域的教师提供的 CPD 条款有可能复制而不是改变现有的教育机会。