University of Hertfordshire

By the same authors

Teacher Educator Professional Inquiry in an Age of Accountability

Research output: Chapter in Book/Report/Conference proceedingChapter

Standard

Teacher Educator Professional Inquiry in an Age of Accountability. / Boyd, Pete; White, Elizabeth.

Teachers and Teacher Educators learning Through Inquiry: International Perspectives. ed. / Pete Boyd; Agnieszka Szplit. Kielce-Krakow : Wydawnictwo Attyka, 2017. p. 123-142.

Research output: Chapter in Book/Report/Conference proceedingChapter

Harvard

Boyd, P & White, E 2017, Teacher Educator Professional Inquiry in an Age of Accountability. in P Boyd & A Szplit (eds), Teachers and Teacher Educators learning Through Inquiry: International Perspectives. Wydawnictwo Attyka, Kielce-Krakow, pp. 123-142.

APA

Boyd, P., & White, E. (2017). Teacher Educator Professional Inquiry in an Age of Accountability. In P. Boyd, & A. Szplit (Eds.), Teachers and Teacher Educators learning Through Inquiry: International Perspectives (pp. 123-142). Wydawnictwo Attyka.

Vancouver

Boyd P, White E. Teacher Educator Professional Inquiry in an Age of Accountability. In Boyd P, Szplit A, editors, Teachers and Teacher Educators learning Through Inquiry: International Perspectives. Kielce-Krakow: Wydawnictwo Attyka. 2017. p. 123-142

Author

Boyd, Pete ; White, Elizabeth. / Teacher Educator Professional Inquiry in an Age of Accountability. Teachers and Teacher Educators learning Through Inquiry: International Perspectives. editor / Pete Boyd ; Agnieszka Szplit. Kielce-Krakow : Wydawnictwo Attyka, 2017. pp. 123-142

Bibtex

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title = "Teacher Educator Professional Inquiry in an Age of Accountability",
abstract = "{\textquoteleft}Teacher Educators{\textquoteright} are teachers of teachers and may typically be based withinschools or within university departments. In this chapter we argue that all teachereducators should adopt {\textquoteleft}inquiry as stance{\textquoteright} and should be actively engaged inongoing professional inquiry or practitioner research. Within a team deliveringinitial teacher education programmes we argue that there needs to be a range ofexpertise but with all teacher educators active in professional inquiry. We defineprofessional inquiry as distinct from pragmatic evaluation which is everyday qualityassurance procedures. Beyond that we propose that at least some membersof a teacher educator team should be engaged in on-going classroom practicewhilst others need to be engaged in practitioner research. The content of teachereducation programmes needs to include critical engagement with cutting edgeresearch evidence and with learning theory as well as enactment, experimentationand evaluation of core practices in classrooms. Teacher education, both initial andadvanced, needs to equip teachers with the essential skills and knowledge ofeducational research literacy so that they have the professional tools required tocontribute to curriculum development and develop research-informed practice.Teacher educators based in schools and universities need to model professionalinquiry and practitioner research.",
keywords = "professional inquiry, practitioner research, pragmatic evaluation, modelling,",
author = "Pete Boyd and Elizabeth White",
year = "2017",
language = "English",
pages = "123--142",
editor = "Pete Boyd and Szplit, {Agnieszka }",
booktitle = "Teachers and Teacher Educators learning Through Inquiry: International Perspectives",
publisher = "Wydawnictwo Attyka",

}

RIS

TY - CHAP

T1 - Teacher Educator Professional Inquiry in an Age of Accountability

AU - Boyd, Pete

AU - White, Elizabeth

PY - 2017

Y1 - 2017

N2 - ‘Teacher Educators’ are teachers of teachers and may typically be based withinschools or within university departments. In this chapter we argue that all teachereducators should adopt ‘inquiry as stance’ and should be actively engaged inongoing professional inquiry or practitioner research. Within a team deliveringinitial teacher education programmes we argue that there needs to be a range ofexpertise but with all teacher educators active in professional inquiry. We defineprofessional inquiry as distinct from pragmatic evaluation which is everyday qualityassurance procedures. Beyond that we propose that at least some membersof a teacher educator team should be engaged in on-going classroom practicewhilst others need to be engaged in practitioner research. The content of teachereducation programmes needs to include critical engagement with cutting edgeresearch evidence and with learning theory as well as enactment, experimentationand evaluation of core practices in classrooms. Teacher education, both initial andadvanced, needs to equip teachers with the essential skills and knowledge ofeducational research literacy so that they have the professional tools required tocontribute to curriculum development and develop research-informed practice.Teacher educators based in schools and universities need to model professionalinquiry and practitioner research.

AB - ‘Teacher Educators’ are teachers of teachers and may typically be based withinschools or within university departments. In this chapter we argue that all teachereducators should adopt ‘inquiry as stance’ and should be actively engaged inongoing professional inquiry or practitioner research. Within a team deliveringinitial teacher education programmes we argue that there needs to be a range ofexpertise but with all teacher educators active in professional inquiry. We defineprofessional inquiry as distinct from pragmatic evaluation which is everyday qualityassurance procedures. Beyond that we propose that at least some membersof a teacher educator team should be engaged in on-going classroom practicewhilst others need to be engaged in practitioner research. The content of teachereducation programmes needs to include critical engagement with cutting edgeresearch evidence and with learning theory as well as enactment, experimentationand evaluation of core practices in classrooms. Teacher education, both initial andadvanced, needs to equip teachers with the essential skills and knowledge ofeducational research literacy so that they have the professional tools required tocontribute to curriculum development and develop research-informed practice.Teacher educators based in schools and universities need to model professionalinquiry and practitioner research.

KW - professional inquiry, practitioner research, pragmatic evaluation, modelling,

M3 - Chapter

SP - 123

EP - 142

BT - Teachers and Teacher Educators learning Through Inquiry: International Perspectives

A2 - Boyd, Pete

A2 - Szplit, Agnieszka

PB - Wydawnictwo Attyka

CY - Kielce-Krakow

ER -