Research and Teacher Education: The BERA-RSA inquiry. Policy and Practice within the United Kingdom

Beauchamp, Gary, Clarke, Linda, Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880 and Murray, Jean (2013) Research and Teacher Education: The BERA-RSA inquiry. Policy and Practice within the United Kingdom. Research Report. British Educational Research Association.

Preview

Published Version Download (1MB) | Preview

Abstract

Across the four jurisdictions of the United Kingdom (England, Northern Ireland, Scotland and Wales) initial teacher education (ITE) is under active development, with its content, location, control and quality often the focuses of sustained debate. Statutory and professional requirements for the sector inevitably reflect differing assumptions about teaching, teacher knowledge and governance. In exploring ITE across the four jurisdictions, this paper reviews policies and practices through two major focuses: first, the relationships between the declared teacher Standards (competencies/ competences) and research-informed teacher education provision; second, the ‘turn or (re)turn to the practical’ in teacher education, including policy declarations, changes in practices, and emphases and effects of the discourse(s) of relevance.