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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
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  Data: How Initial Teacher Training Programmes Integrate Research: A Case Study of Insights from Module Expectations and Teacher Educators' Implementation
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  Data: <searchLink fieldCode="AR" term="%22Yuqian+Wang%22">Yuqian Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Douglas+P%2E+Newton%22">Douglas P. Newton</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+Advancement+Network+Journal%22"><i>Teacher Education Advancement Network Journal</i></searchLink>. 2025 16(1):77-92.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Spain+%28Barcelona%29%22">Spain (Barcelona)</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22Poland%22">Poland</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 16
        StartPage: 77
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Teacher Educators
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Research Utilization
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      – SubjectFull: United Kingdom
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