Research Capacity-Building in Teacher Education

Autor/inn/en	Oancea, Alis; Fancourt, Nigel; Robson, James; Thompson, Ian; Childs, Ann; Nuseibeh, Nuzha
Titel	Research Capacity-Building in Teacher Education
Quelle	In: Oxford Review of Education, 47 (2021) 1, S.98-119 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oancea, Alis) ORCID (Fancourt, Nigel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2020.1842184
Schlagwörter	Foreign Countries; Research Skills; Capacity Building; Teacher Education; Faculty Development; Teacher Researchers; Teacher Educators; Educational Research; Barriers; Case Studies; Cooperation; Research Projects; Conferences (Gatherings); Fellowships; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Forschungsleistung; Lehrerausbildung; Lehrerbildung; Lehrerforschung; Teacher education; Education; Bildungsforschung; Pädagogische Forschung; Case study; Fallstudie; Case Study; Co-operation; Kooperation; Forschungsvorhaben; Fellowship; Stipendium
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01