Good teacher education, informed by relevant research, is judged by
policy makers and practitioners alike to be central to increasing
the quality of schooling in many countries of the world. Yet, in
the UK, research on teacher education is often acknowledged to be
less well developed than other areas of educational research and to
be over-determined by education policy. It has also been accused of
a lack of rigour and of being atheoretical. A further challenge in
developing good research in teacher education is that new teacher
educators commonly face the challenge of moving into academic work
without relevant research skills and the ready capacity to produce
high quality research outputs. For these reasons, then,
strengthening research in and on teacher education is high on
educational agendas in the UK.
This book examines the exact nature of these challenges in
teacher education and the initiatives arising to address them in
different settings across the four nations of the UK. The central
theme of all the chapters is how to build ?research capacity? so
that teacher education can contribute more strongly to the
improvement of schooling, as well as becoming a high quality,
research-informed enterprise in its own right. The insights will be
valuable to teacher educators around the world.
This book was published as a special issue of the Journal of
Education and Teaching.
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