Presentation on theme: "The Role of Research in Teacher Education: Reviewing the Evidence UCET CPD Committee, 18 February 2014 Interim Report of the BERA-RSA Inquiry."— Presentation transcript:
The Role of Research in Teacher Education: Reviewing the Evidence UCET CPD Committee, 18 February 2014 Interim Report of the BERA-RSA Inquiry
Improving the quality of teachers – a universal quest that puts teacher education centre stage. The BERA-RSA Inquiry – our question What should the contribution of research be: To Initial Teacher Education To CPD To school improvement ?
Research MIGHT contribute: To content with programmes drawing on research informed knowledge; By informing the design and structure of teacher education programmes; Teachers might be equipped to engage with and be discerning consumers of research; Teachers might be equipped to conduct their own research.
Our aims Shape debate – by collecting and reviewing evidence about the role which research-informed teacher education plays in promoting school improvement; Inform policy – within Government and the education sector by making recommendations to develop the relationship between research and teacher education; Influence practice – developing practical approaches to connect researchers, teacher educators, teachers and others.
Our principal questions Mapping provision: What is the position across the UK and internationally? Philosophical reflections: What a priori arguments can be made about the contribution of research to professional learning? Review of the evidence: What is the empirical evidence for its impact on teacher and student learning and school improvements? What are the implications for policy and practice?
The 7 commissioned papers: The contribution of research to teacher education - 1.In different parts of the UK 2.In different high performing educational systems internationally 3.Philosophical reflections 4.In integrated ITE programmes based on ‘research-informed clinical practice’ 5.In Continuing Professional Development 6.In building collective capacity for improvement at a school and system level 7.Teachers’ perspectives
Other sources of evidence Submissions – 32 responses – from higher education institutions, professional associations, training providers, policy analysts and teachers; Reference Group - 19 leading organisations involved in education, including experts in teacher education policy and practice from each of the four nations; Special advisers - Graham Donaldson, Carmel Gallagher, Sir Alasdair Macdonald, Lord David Puttnam and Sir Alan Steer; Feedback from public events – including BERA and UCET conferences 2013.
This Interim Report We combine summaries of the 6 completed papers with evidence from our consultation The robustness of evidence is variable: However, there is: Substantial evidence that research has a major contribution to effective teacher education – in many ways Also evidence that it improves the quality of students’ learning in schools
Inquiry Paper 1 Policy and practice within the UK Professor Gary Beauchamp, (University of Cardiff), Professor Linda Clarke (University of Ulster), Dr Moira Hulme (University of Glasgow) and Professor Jean Murray (University of East London )
Policy and practice within the UK Increasing diversity across the UK in terms of: Routes into teaching Standards and competences The role of higher education Scotland and Northern Ireland- strong role for research Wales – an ambiguous role for research England – nature of teaching is contested and (perhaps) diminishing role for research
Inquiry Paper 2 The role of research in international policy and practice in teacher education Dr Maria Teresa Tatto, University of Michigan
The role of research in international policy and practice in teacher education A comparison of research in teacher education in 4 countries McKinsey 2010 Chile - fair USA - good Singapore - great Finland - excellent Can’t make causal connection but: Chile and the US - fragmented and market oriented systems with no coherent policy Singapore and Finland – highly coherent systems –research is embedded throughout the TE system– strong emphasis on research based knowledge informing practice
Inquiry Paper3 The contribution of research to teachers’ professional learning- philosophical understandings Professor Christopher Winch (King’s College, London), Dr Janet Orchard (University of Bristol) and Dr Alis Oancea (University of Oxford).
The contribution of research to teachers’ professional learning- philosophical understandings Three different conceptions of the teaching – based on different conceptions of professional knowledge – practical, technical, theoretical – each is partial. Teacher as ‘craftsperson’ – tacit knowledge Teacher as ‘executive technician’ – what works Teacher as ‘professional’ – critical reflection Research can enhance both technical and practical knowledge
Inquiry Paper 4 Review of ‘Research Informed Clinical Practice’ in initial teacher education Dr Katherine Burn and Trevor Mutton, University of Oxford
Review of ‘Research Informed Clinical Practice’ in initial teacher education Schemes, based on the medical model of ‘clinical practice’ Integrating practical engagement in schools with research-based knowledge in carefully planned and sequenced ways. They examine: Oxford Internship scheme - US Professional Development Schools and Teachers for a New Era (TNE), Glasgow and Aberdeen, Melbourne System-wide approaches Netherlands and Finland
‘Research Informed Clinical Practice’ ‘Clinical practice allows them to engage in a process of enquiry: seeking to interpret and make sense of the specific needs of particular students, to formulate and implement particular pedagogical actions and to evaluate the outcomes’. Student teachers are encouraged to develop and extend their own decision-making capacities or professional judgement. The evidence? Clinical preparation helps to determine teacher effectiveness and clinical experience has a positive effect on beginning teachers’ learning and confidence. Crucially, however, it is the quality of the clinical experience that matters.
Inquiry Paper 5 The contribution of research to teachers’ professional learning and development Philippa Cordingley, Centre for the Use of Research and Evidence in Education (CUREE)
Inquiry Paper 6 Teacher quality and school improvement: what is the role of research? Dr Monica Mincu, University of Turin
Teacher quality and school improvement: what is the role of research? Teachers matter and schools make the most difference for students from deprived backgrounds; Practitioner engagement in and with research contributes to school improvement: through the sharing of information about effective practice; by involving practitioners in the testing of new ideas and in the design, delivery and monitoring of interventions.
Teacher quality and school improvement: what is the role of research? But: initiatives to use research and evidence are fragmented in the UK cf Finland and Canada; there are many barriers to engagement with research – especially time and demands of accountability. Perhaps one of the key tasks for policy-makers in the UK is to reappraise the balance between capacity building activity and accountability mechanisms, to ensure that the foundations are in place for a research-rich system at all levels.
Conclusions – so far That teachers and teacher educators need to engage with research and keep up to date; That teachers and teacher educators need to be equipped to engage in enquiry-oriented practice; That requires clinical preparation, through carefully designed programmes of initial teacher education; This then needs to be sustained throughout teachers’ professional careers, so that disciplined innovation and collaborative enquiry are embedded within the professional culture and become the established way of teaching and learning in every school. There is good evidence
Is that what we have at the moment? Across the UK there are pockets of excellent practice No coherent system from beginning ITE, to Induction to CPD While the use of data has increased over the last twenty years, there now needs to be a greater emphasis on creating ‘research-rich’ and ‘evidence-rich’ (rather than simply ‘data-rich’) schools and classrooms. How do we develop national strategies to ensure that happens?