How Initial Teacher Training programmes integrate research: A case study of insights from module expectations and teacher educators’ implementation

Wang, Yuqian ; Newton, Douglas P.

Abstract

Different approaches to the integration of research in Initial Teacher Training (ITT) programmes have given rise to terms like, ‘research tutored’, ‘research-based’, ‘research-orientated’, and ‘research-led’ teaching. This study examines current practice in a university by considering how these four approaches are manifest in module handbooks from undergraduate and postgraduate courses and in what teacher educators say about their sessions. In the case study, six compulsory undergraduate modules favoured a ‘research-tutored’ approach, while three compulsory postgraduate modules emphasise a ‘research-led’ approach, mainly transmitting knowledge of research and ethics. Twenty- seven teacher educators reported a lesser emphasis placed on research processes (as might be expected of a ‘research-based’ or a ‘research-orientated’ approach). The findings have policy implications for the contribution of Higher Education Institutions to pre-service and in-service teachers and how they might update skills and knowledge relevant for the professional role.

Citation

Wang, Y., & Newton, D. P. (online). How Initial Teacher Training programmes integrate research: A case study of insights from module expectations and teacher educators’ implementation. Teacher Education Advancement Network Journal,

• Journal Article Type: Article
• Acceptance Date: Nov 11, 2024
• Online Publication Date: Dec 10, 2024
• Deposit Date: Dec 10, 2024
• Publicly Available Date: Dec 16, 2024
• Journal: Teacher Education Advancement Network Journal
• Publisher: University of Cumbria
• Peer Reviewed: Peer Reviewed
• Public URL: https://durham-repository.worktribe.com/output/3213327