How Initial Teacher Training Programmes Integrate Research: A Case Study of Insights from Module Expectations and Teacher Educators' Implementation
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| Title: | How Initial Teacher Training Programmes Integrate Research: A Case Study of Insights from Module Expectations and Teacher Educators' Implementation |
|---|---|
| Language: | English |
| Authors: | Yuqian Wang, Douglas P. Newton |
| Source: | Teacher Education Advancement Network Journal. 2025 16(1):77-92. |
| Availability: | University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: https://ojs.cumbria.ac.uk/index.php/TEAN |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teacher Education, Teacher Education Programs, Teacher Educators, Evidence Based Practice, Teacher Attitudes, Research Utilization, Student Research, Foreign Countries |
| Geographic Terms: | Spain (Barcelona), United Kingdom, Poland |
| ISSN: | 2054-5266 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484002 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2054-5266 |
