Enhancing the Value of Teacher Education Research Implications for Policy and Practice
This book reflects critically on the value of research in, on and for teacher education. It explores the nature and role of teacher education research, identifying ways to enhance its value for policy and practice. Bringing together international studies, it offers a wide range of theoretical and me...
| Autor principal: | |
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| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Boston :
BRILL
2024.
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| Edición: | 1st ed |
| Colección: | Key Issues in Teacher Education: Policy, Research and Practice Series
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| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009794935706719 |
Tabla de Contenidos:
- Intro
- Contents
- Preface
- Figures and Tables
- Figures
- Tables
- Notes on Contributors
- Enhancing the Value of Teacher Education Research: Introduction and Key Messages
- Abstract
- Keywords
- 1 The Context of Teacher Education Research in the 21st Century
- 2 Research In, On and For Teacher Education
- 3 The Contribution and Structure of This Book
- 4 Key Messages on Enhancing the Value of Teacher Education Research
- 4.1 Promoting Research-Informed Teacher Education across the Continuum of Teacher Learning
- 4.2 Empowering Teachers and Teacher Educators as Critically Reflective Professionals
- 4.3 Combining Large-Scale and Small-Scale Studies in a Productive Way
- 4.4 Developing Innovative Research Methodologies for Teacher Education
- 4.5 Creating Synergies between Teacher Education Stakeholders
- 4.6 Providing Supportive Structures and Resources
- 5 Conclusion: Implications for Teacher Education Policy and Practice
- References
- Part 1: The Role and Value of Research in Teacher Education
- 1. Evidence-Based, Evidence-Informed or Evidence-Ignored Teacher Education?
- Abstract
- Keywords
- 1 Introduction
- 2 Evidence-Based, Evidence-Informed, or Evidence-Ignored?
- 3 Evidence-Based Teacher Education
- 4 Evidence-Informed Teacher Education
- 5 Evidence-Ignored Teacher Education
- 6 Role of Research in Teacher Education Policy Papers
- 7 Role of Research in Teacher Education: Researchers
- 8 The Role of Research in Teacher Education: Who?
- 8.1 Consuming Research
- 8.2 Producing Research
- 8.3 Students as Researchers
- 8.4 Researching Teacher Educators
- 9 The Role of Research in Teacher Education: How?
- 9.1 How: Systemic Level
- 9.1.1 The Norwegian National Research School in Teacher Education (NAFOL)
- 9.1.2 The European Doctorate in Teacher Education (EDITE).
- 9.1.3 International Forum for Teacher Educator Development (InFo-TED)
- 9.2 How: Personal Level
- 10 Conclusions
- References
- 2. Research-Based Teacher Education: A Finnish Perspective
- Abstract
- Keywords
- 1 Introduction
- 2 What Does 'Research-Based' Mean?
- 3 Research-Based Teacher Education in Practice: The Research Workshop in Finnish Primary Teacher Education
- 4 Discussion
- 5 Conclusions
- Note
- References
- 3. A Critical Realist Perspective on Teacher Education Research
- Abstract
- Keywords
- 1 Introduction
- 2 A Brief Exposition of the CR Approach to Causal Explanation
- 3 Enhancing Teacher Education Research from a CR Perspective
- 4 Empowering Critical Reflexivity through Causal Thinking
- 5 Using Biographical Methods in Teacher Education Research from a CR Perspective
- References
- 4. Different Practical Experiences - Different Views? An Analysis of the Views of Future Teachers
- Abstract
- Keywords
- 1 Introduction
- 2 Scientific Knowledge and Practical Professional Knowledge in Teacher Education
- 3 Thematic Foci of Austrian Educational Research on the Covid-19 Pandemic
- 4 Research Question and Hypotheses
- 5 Methods
- 5.1 Qualitative Content Analysis
- 5.2 Quantitative Analysis
- 6 Results
- 7 Discussion
- References
- 5. Research and Practice in the Professional Development of School-Based Teacher Educators
- Abstract
- Keywords
- 1 Introduction
- 2 Literature Review
- 2.1 SBTE s as Researchers
- 3 Methodology and Methods
- 3.1 Participants
- 3.2 The Survey
- 3.3 Data Gathering
- 3.4 Data Analysis
- 4 Results
- 4.1 Austria
- 4.2 Israel
- 4.3 The Netherlands
- 4.4 Portugal
- 4.5 Scotland
- 4.6 England
- 5 Discussion
- 6 Conclusion
- References
- Part 2: The Value of Research on Teacher Education: Informing Policy.
- 6. Drawing on Large-Scale Studies to Examine the Contribution of Teacher Quality to Student Learning
- Abstract
- Keywords
- 1 Introduction
- 2 Using Large-Scale Studies to Examine the Contribution of Teacher Quality to Student Learning
- 2.1 Defining Terms
- 2.2 Sampling Teacher Characteristics and Qualifications
- 2.3 Large-Scale Studies on the Effect of Selected Teacher Characteristics and Qualifications: A Brief Overview
- 2.3.1 Teacher Preparation and Qualifications
- 2.3.2 Teaching Experience
- 2.3.3 Professional Development
- 2.3.4 Teacher Knowledge
- 2.4 Summarising Existing Evidence
- 3 Four Lessons Learned from the Results of Large-Scale Studies Focusing on Teacher Quality
- 3.1 Seeing the Bigger Picture
- 3.2 Exploring (In)Consistency
- 3.3 Adding Teaching Quality to the Equation
- 3.4 Capitalising on Complementarity
- 4 Looking Forward
- Note
- References
- 7. A National Programme for Improving the Quality of Teacher Education
- Abstract
- Keywords
- 1 Introduction
- 2 The QLB Programme in Context
- 2.1 Characteristics of the German System of Teacher Education
- 2.2 The Qualitätsoffensive Lehrerbildung Programme
- 3 Methods
- 4 Findings: Institutionalisation and Structure-Building for Teacher Education
- 4.1 Impact on Institutional Actors for Teacher Education in Universities: University Top Management and Cross-Sectional Institutions
- 4.2 Collaboration between Disciplines and Teacher Education Phases
- 5 Discussion
- Notes
- References
- 8. The European Union Erasmus+ Teacher Academies Action
- Abstract
- Keywords
- 1 Introduction
- 2 The Erasmus+ Teacher Academies Action
- 2.1 Background and Intention
- 2.2 Teacher Academy Projects
- 2.2.1 Underpinning Intentions and Purposes
- 2.2.2 Approaches and Designs Adopted by the Projects
- 2.2.3 Frameworks and Conceptual Modelling.
- 3 The Value Proposition of Researching the Erasmus+ Teacher Academies Action: Affordances and Potential Approaches
- 3.1 Two Modalities of Research
- 3.1.1 The Data Sprint Approach to Research: An Interdisciplinary Methodology for the Study of Experiments, Protocols, and Knowledge-Building
- 3.1.2 The (Reflexive) Thematic Approach to Research: Developing Insights through Deliberative Reflective Exploration
- 4 Some Closing Observations on the Value of Researching the Erasmus+ Teacher Academies Action
- Notes
- References
- 9. Weaving Practice, Research and Policymaking into Teachers' Preparation and Induction in Israel
- Abstract
- Keywords
- 1 Introduction
- 2 Literature Review
- 2.1 The Relationships between Policymaking and Research in Teacher Education
- 2.2 Factors that Impede Research Uptake in Policymaking
- 2.3 Factors that Can Support Collaboration between Teacher Educator Researchers and Policymakers
- 2.4 The Context of the Study: The MOFET Institute
- 3 Methodology
- 4 Findings
- 4.1 Case 1: Mentor Teachers' Preparation
- 4.1.1 Context and Background
- 4.1.2 Cultivating Relationships between Policymakers and Researchers: The Development of the Research Project
- 4.1.3 Methodology
- 4.1.4 Results
- 4.1.5 Policy Changes
- 4.2 Case 2: Retraining Former High-Tech Employees as High School Teachers
- 4.2.1 Context and Background
- 4.2.2 Forming Relationships between Policymakers and Researchers
- 4.2.3 The HTHS Evaluation Research Project
- 4.2.4 The Evaluation Study of the Community of Facilitators of SEMEL Professional Learning Communities
- 4.2.5 Policy Changes
- 4.3 Case 3: Preparing and Integrating Teachers of Ethiopian Descent
- 4.3.1 Context and Background
- 4.3.2 Forming Relations between Policymakers and Researchers
- 4.3.3 Methodology
- 4.3.4 Results
- 4.3.5 Policy Changes
- 5 Discussion.
- 6 Conclusions
- Acknowledgement
- Note
- References
- Part 3: The Value of Research for Teacher Education: Improving Practice
- 10. Professionalisation through Research? Phenomenological Vignettes
- Abstract
- Keywords
- 1 Introduction
- 2 The International ProLernen Project and the Value of (Teacher) Education Research
- 2.1 Learners' and Teachers' Perspectives
- 2.2 The Vignette as an Innovative Professionalisation Tool to Enhance Educators' Professional Awareness
- 2.3 Vignette Reading: Building Professional Knowledge
- 3 The Training Modules: Content and Its Preparation, Approach and Procedure
- 3.1 Perception
- 3.2 Body
- 3.3 Vignette
- 3.4 Learning
- 4 Initial Insights into Multiplier Training
- 4.1 On Perception. The Multiplicity of Potential Perceptions
- 4.2 On Meaning. The Vignette as Unveiling a Multiplicity of Possible Meanings
- 4.3 On Pedagogical Practice. The Vignette as a Tool that Enables Educational and Social Professionals to be Researchers
- 4.4 Strengths and Limitations of the Study
- 5 How Can Vignettes Contribute to the Professionalisation of (Future) Educators?
- Notes
- References
- 11. Making Research Relevant for Future Teachers: Fostering a Problem-Solving Research Model
- Abstract
- Keywords
- 1 Introduction
- 2 Literature Review
- 3 Methodology
- 3.1 Research Design
- 3.2 Problem-Solving Research Model (PSRM)
- 3.3 Data Collection and Analysis
- 4 Findings
- 4.1 Findings from Questionnaires
- 4.2 Findings from the Group Interview
- 4.2.1 Revisiting the Significance of Education Research for the Teaching Profession
- 4.2.2 Seeing Research as Useful and Valuable for the Teaching Profession
- 4.2.3 Expecting to Conduct Research as Future Teachers
- 5 Discussion and Conclusion
- 5.1 Limitations of the Study
- References.
- 12. The Potential of Action Research to Support Teachers' Positive Attitudes toward Inclusive.
