Brooks, Clare;
(2022)
Teachers' research capacity and initial teacher education policy.
In: Tierney, RJ and Rizvi, F and Erkican, K, (eds.)
International Encyclopedia of Education.
(pp. 611-621).
Elsevier
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Abstract
The decreasing significance of universities in education research, the expectations of new teachers that teaching as a predominantly practical activity, the declining capacity of teacher educators to be research-active; and punitive accountability systems which sideline research all contribute to the diminishing opportunity for initial teacher education to support the research capacity of new teachers. By analyzing two different policy approaches, this paper argues that policy is central to creating the conditions for whether new teachers are able to develop research capacity.
| Type: | Book chapter |
|---|---|
| Title: | Teachers' research capacity and initial teacher education policy |
| ISBN-13: | 978-0-12-818629-9 |
| DOI: | 10.1016/B978-0-12-818630-5.04091-4 |
| Publisher version: | https://doi.org/10.1016/B978-0-12-818630-5.04091-4 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Education policy, Initial teacher education, Research capacity,Teacher educators, University-based teacher education |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10162535 |
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