Supervisor, Collaborator or Critical Friend: The Changing Roles of University Tutors in Teacher Research

Autor/inn/en	Everton, Tim; Galton, Maurice
Titel	Supervisor, Collaborator or Critical Friend: The Changing Roles of University Tutors in Teacher Research
Quelle	In: Teacher Development, 8 (2004) 2-3, S.241-261 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Higher Education; Foreign Countries; Teacher Educators; Teacher Researchers; Supervisors; Teacher Role; Social Networks; Grants; Case Studies; Educational Research; Teacher Attitudes; Classroom Research; Educational Strategies; College School Cooperation; Questionnaires; Interviews; College Role; Supervisor Supervisee Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerforschung; Lehrerrolle; Social network; Soziales Netzwerk; Grant; Finanzielle Beihilfe; Case study; Fallstudie; Case Study; Bildungsforschung; Pädagogische Forschung; Lehrerverhalten; Lehrstrategie; Fragebogen; Interviewing; Interviewtechnik; Großbritannien
Abstract	Recent calls in the United Kingdom for teachers to adopt evidence-based practices in their classrooms have spawned a number of initiatives whereby individual teachers have been able to bid for funds to research aspects of teaching and learning. These developments have reopened the long-standing debate about the role of higher education tutors in teacher research: the extent to which academic supervisors should take a proactive part in setting the framework within which such research is conducted and whether this is likely to threaten the sense of control felt by teachers of their own research. The analysis of the role of the supervisor presented in this article is based on findings emerging from a questionnaire and from interviews conducted with teacher researchers and their supervisors. The findings clearly have implications for the approach adopted by higher education to supporting teacher research and would suggest that, rather than providing grants and scholarships to individual teachers, funding bodies would be better advised to provide funding to support the work of research networks. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10