13 June 2012

Research and Teacher Education: the BERA/RSA Inquiry

• Joint BERA and UCET review of current policy developments in 2011 - ‘Prospects for Education Research in Education Departments in Higher Education in the UK’ (Whitty et al, 2012).

• The close relationship between educational research and the nature of teacher education provision was a key theme to emerge from the report – but also that the relationship is not widely understood.

• Moreover, there are strong grounds to believe that the relationship between research and teacher education is about to change, particularly in England but also elsewhere in the UK.

BackgroundBackground

• As a follow up to the BERA / UCET report, BERA in partnership with the RSA is undertaking a major Inquiry into the relationship between educational research and teacher education and how both work to improve outcomes for children and young people.

• The Inquiry will gather evidence and commission and disseminate a range of papers on the relationship between teacher education, educational research and school improvement.

• A major focus will be on the benefits of research informed teacher education. The aim will be to produce papers that are both authoritative and accessible to a wide audience. They will include papers reviewing evidence on current practice in different parts of the UK and well as internationally, together with papers of a more theoretical nature.

About the InquiryAbout the Inquiry

(a) Shape debate – by collecting and reviewing evidence about the role which research-informed teacher education plays in promoting school improvement;

(b) Inform policy – within Government and the education sector by making recommendations to develop the relationship between research and teacher education;

(c) Influence practice – developing practical approaches to connect researchers, teacher educators, teachers and others.

Aims of the InquiryAims of the Inquiry

Phase One – evidence-gathering and filling gaps

Phase Two – publication and dissemination

Phase Three – recommendations and implications

ProcessProcess

• Secretariat at RSA led by Louise Bamfield

• Plus advisers: Graham Donaldson, Dr Carmel Gallagher, Sir Alasdair Macdonald, Lord Putnam, Sir Alan Steer

Steering GroupSteering Group

• Ian Menter• Geoff Whitty• Nick Johnson

• John Furlong• Joe Hallgarten• Pamela Munn

• More than twenty organisations have been invited to nominate a representative

• Unions, GTCs, learned societies, other voluntary groups – including UCET

• First meeting held on 5 June 2013

Reference GroupReference Group

• International policy and practice – Dr Teresa Tatto• UK policy and practice – Dr Moira Hulme, Prof Linda Clarke,

Gary Beauchamp, Prof Jean Murray• The contribution of research to teachers’ professional

learning – philosophical understandings – Prof Chris Winch, Dr Alis Oancea, Dr Janet Orchard

• Review of research-informed clinical practice in teacher education – Dr Katharine Burn, Trevor Mutton

• Research, teacher education and school improvement – Dr Monica Mincu

• The continuum of professional learning – Philippa Cordingley

Commissioned PapersCommissioned Papers

Issued yesterday and circulated to all UCET contacts. Six key questions:

1. What do you see as the MAIN strengths and areas for improvement within teacher education as a whole in your part of the UK today, and why?

2. When thinking about initial teacher education (ITE) in your part of the UK today, what contribution do you think that research currently makes to ITE, and what role do you think that it should play?

3. When thinking about continuous professional development (CPD) in your part of the UK today, what contribution do you think that research currently makes to the professional learning and development of teachers, and what role do you think it should play?

4. What do you think are the main barriers faced by teachers when it comes to (a) engaging with research evidence and (b) undertaking their own research? What support do you think schools or others (such as colleges and universities) could provide to help to overcome those barriers?

5. What impact do you think that research can make to improving the quality of teaching and learning outcomes for students?

6. Is there anything else that you wish to add about the contribution that research can make to teaching and teacher education?

Call for SubmissionsCall for Submissions

• To be carried out in the new school year, hopefully with the help of the unions and the GTCs

Teacher survey/focus groups?Teacher survey/focus groups?

2013 March April May June July Aug Sept Oct Nov Dec 2014 JanStart-up Phase 1: Evidence gathering & analysis Stage 3: Recommendations and Final

ReportPhase 2: Interim Report

Launch

&

D

isse

min

ati

on LAUNCH

EVENT

BERA CONFERENCE

3-5 SeptCo-ordinate press activity between

BERA & RSA

Oxford Conference 6 June

Inquiry Seminar 16 July

TimelineTimelineEvid

ence

&

Analy

sis

CALL FOR SUBMISSIONS

COMMISSIONED PAPERS Interim Report

FINAL REPOR

TTEACHER SURVEY