Abstract
This article explores current debates about the development of teaching and learning in the UK. The author examines how these debates are mirrored in discussions about teacher education and notions of professionalism and professional development. There is an account of the history of thinking about pedagogy in the UK, with a particular focus on the work of Lawrence Stenhouse and his ‘teacher as researcher’ conception of curriculum and teacher development. The author argues that this is a strong and useful model for the development of pedagogy. The ‘teacher as researcher’ model is offered as a framework that integrates many different perspectives. The article concludes with a discussion of the blocks and facilitators to this vision of the teacher as researcher being adopted.
Zusammenfassung
Dieser Artikel untersucht die aktuellen Debatten über die Entwicklung des Lehrens und Lernens in Großbritannien. Die Autorin untersucht, wie sich diese Debatten in Diskussionen über die Lehrerausbildung und in den Vorstellungen von Professionalität und beruflicher Entwicklung spiegeln. Es wird die Geschichte des Denkens über Pädagogik in Großbritannien dargestellt mit dem Schwerpunkt auf der Arbeit von Lawrence Stenhouse und seiner „Lehrer als Forscher“-Konzeption des Curriculums und der Lehrerfortbildung. Die Autorin argumentiert, dass dieses ein starkes und nützliches Modell für die Entwicklung der Pädagogik ist. Das „Lehrer als Forscher“-Modell wird als Rahmen gesetzt, weil es viele unterschiedliche Perspektiven integriert. Der Artikel schließt mit einer Diskussion der Elemente und Vermittler zu dieser Vision des Lehrers als Forscher Wissenschaftler.
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Notes
TLRP was the largest ever research programme in the UK on learning. It had six distinct aims. They related to performing and promoting excellent educational research and ensuring that it was used to enhance learning.
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McLaughlin, C. Bullets or butterflies? Teaching, research and knowledge creation. Z Erziehungswiss 15, 517–533 (2012). https://doi.org/10.1007/s11618-012-0303-y
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DOI: https://doi.org/10.1007/s11618-012-0303-y