‘Mapping backward’ and ‘looking forward’ by the ‘invisible educators’ – reimagining research seeking ‘common features of effective teacher preparation’

Abstract

Evidence is growing that the quality of teachers and teaching are significant factors in enhancing student learning, so research into teacher education could make a major contribution to preparing our future teachers. Post-compulsory teacher education research lacks recognition almost to the point of invisibility. Post-Compulsory Education (PCE) encounters complicated contextual factors including political, sociological, pedagogical and financial challenges and continuous change. When the multiple components and characteristics of teacher education systems combine, a situation where synergies, models and typologies of teacher education are particularly difficult to identify arises. A project seeking common features of effective teacher preparation from published research is undertaking a ‘backward mapping exercise’, under the auspices of the World Education Research Association with the intention of starting to reimagine teacher education research. Academics from Bath Spa University in England contributed to this research. The work should refresh perspectives on teacher education research and inform global decision-making in the field. An initial exercise, which this paper reports on, identified common features, whilst simultaneously reinforcing some of the challenges recognised in research. The insights gained open some possibilities for reimagining PCE teacher education and establishing the value of backward mapping as an innovative approach to research.

Keywords:

• Further education
• post-compulsory education
• teaching and learning
• professionalism
• teacher development
• teacher training
• teacher education
• professional development