Becoming a teacher education researcher

1. Auflage 2021
ISBN: 978-1-913453-29-9
Verlag: Routledge

Buch, Englisch, 86 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 149 g

Reihe: Critical Guides for Teacher Educators

You can successfully develop your higher education research profile while balancing the demands of training teachers and administration.

While teacher education is key to preparing qualified teachers who can educate pupils for the demands of the twenty-first century, many university-based teacher educators experience conflicting demands in their professional practice. Their lives are often so dominated by teaching and associated work that their aspirations to develop a research profile are hampered.

This text explores the critical issues faced by those working in teacher education and how they have negotiated the expectations and requirements of the Academy to establish themselves as leading international teacher education researchers.

Through a series of autobiographical cases, this book demonstrates a range of trajectories in different contexts which have facilitated the development of teacher educators' successful research profiles.

Understandings and realities of the policy context, the professional context, the research context (including funding, metrics, type of research valued), the institutional context and various personal positionings are examined in order to illuminate stories of research success and demonstrate their relevance to all teacher educators.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Mayer, Diane

Menter, Ian

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Chapter 1: Becoming a teacher education researcher: introduction and overview Chapter 2: From geography teaching to directing research in a new university Chapter 3: The role of interdisciplinarity, multiple methodologies and context Chapter 4: Researching teacher education in urban contexts Chapter 5: In pursuit of quality: the risky business of becoming a researcher Chapter 6: Building a career through partnership in research as well as teacher education

Über Autor(innen)

Diane Mayer is Professor of Teacher Education at the University of Oxford. Prior to joining Oxford, she was Professor of Education and Dean at the University of Sydney. She has also held positions at the University of California at Berkeley and at Victoria University, Deakin University and the University of Queensland in Australia. Diane’s research and scholarship focuses on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education.

Ian Menter is former President of BERA, 2013-2015. At Oxford University Department of Education he was Director of Professional Programmes and led the development of the Oxford Education Deanery. Prior to that he was Professor of Teacher Education at the University of Glasgow and held posts at the University of the West of Scotland, London Metropolitan University, University of the West of England and the University of Gloucestershire. Ian was President of the Scottish Educational Research Association from 2005–07 and chaired the Research and Development Committee of the Universities’ Council for the Education of Teachers (UCET) from 2008-11. He is a Visiting Professor at Bath Spa University and Ulster University and an Honorary Professor at the University of Exeter. Since 2018 he has been a Senior Research Associate at Kazan Federal University, Russia.