教师教育学术部落与领地把握下的优质初级教师教育

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Education Inquiry Pub Date : 2023-09-27 DOI:10.1080/20004508.2023.2260613
Fjolla Kaçaniku
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引用次数: 0

摘要

检验教师教育质量被认为是一项复杂的任务。这种复杂性的一个方面是将教师教育工作者作为确保教师教育质量的关键利益相关者进行审查。然而,教师教育者对优质教师教育的影响似乎还没有得到充分的研究。本文运用学术部落与学术领地的理论框架,探讨教师教育工作者的隶属关系与学术领域如何主导优质的教师教育。这是一项定性研究,报告了在科索沃初级教师教育机构的三个数据收集阶段对教师教育工作者和管理人员进行的40次访谈。教师教育工作者领导素质教师教育的特点是许多紧张和矛盾,源于他们的专业嵌入性。该研究支持系统的干预措施,要求机构招聘和支持教师教育工作者:超越教学的广泛角色,制定当代学习计划的能力,促进基于研究的方法,以及促进跨学科合作的开放观点。
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Quality initial teacher education in the grip of teacher educator ‘academic tribes and territories’
Examining quality in teacher education is considered a complex task. One dimension of this complexity is examining teacher educators as key stakeholders in ensuring quality teacher education. However, the influence of teacher educators towards quality teacher education seems to be still under-researched. The theoretical framework on academic tribes and territories is employed to investigate how teacher educators' affiliations and scholarly domains lead a quality teacher education. This is a qualitative study reporting on 40 interviews conducted with teacher educators and management staff over three data collection stages in initial teacher education institutions in Kosovo. Teacher educators leading quality teacher education is characterised by many tensions and contradictions that originate in their professional embeddedness. The study endorses systematic interventions that require institutions to recruit and support teacher educators to have: wide-ranging roles that move beyond teaching, competencies to enact contemporary study programmes that facilitate research-based approaches, and open-minded views that promote interdisciplinary collaborations.
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来源期刊
Education Inquiry
Education Inquiry Social Sciences-Sociology and Political Science
CiteScore
5.00
自引率
0.00%
发文量
34
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