'Mapping Backward' and 'Looking Forward' by the 'Invisible Educators'--Reimagining Research Seeking 'Common Features of Effective Teacher Preparation'

Autor/in	Crawley, Jim
Titel	'Mapping Backward' and 'Looking Forward' by the 'Invisible Educators'--Reimagining Research Seeking 'Common Features of Effective Teacher Preparation'
Quelle	In: Research in Post-Compulsory Education, 23 (2018) 1, S.23-34 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crawley, Jim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2018.1420684
Schlagwörter	Teacher Effectiveness; Teacher Education Programs; Program Effectiveness; Teaching Methods; Foreign Countries; Professional Identity; Educational Research; Barriers; Models; Program Content; Educational Policy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bildungsforschung; Pädagogische Forschung; Analogiemodell; Programmgestaltung; Politics of education; Bildungspolitik
Abstract	Evidence is growing that the quality of teachers and teaching are significant factors in enhancing student learning, so research into teacher education could make a major contribution to preparing our future teachers. Post-compulsory teacher education research lacks recognition almost to the point of invisibility. Post-Compulsory Education (PCE) encounters complicated contextual factors including political, sociological, pedagogical and financial challenges and continuous change. When the multiple components and characteristics of teacher education systems combine, a situation where synergies, models and typologies of teacher education are particularly difficult to identify arises. A project seeking common features of effective teacher preparation from published research is undertaking a 'backward mapping exercise', under the auspices of the World Education Research Association with the intention of starting to reimagine teacher education research. Academics from Bath Spa University in England contributed to this research. The work should refresh perspectives on teacher education research and inform global decision-making in the field. An initial exercise, which this paper reports on, identified common features, whilst simultaneously reinforcing some of the challenges recognised in research. The insights gained open some possibilities for reimagining PCE teacher education and establishing the value of backward mapping as an innovative approach to research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01