Research capacity in initial teacher education: trends in joining the ‘village’

Abstract

Research capacity in initial teacher education: trends in joining the "village"Stenhouse's image of the teaching profession as a "village" could be interpreted as a parochial and insular view of teachers and their readiness to be involved in research. In this paper, I argue that the capacity for teachers to play a more active role in research is diminishing because of how research is situated in initial teacher education (ITE). Drawing on a study of five large-scale university-providers of ITE in different national contexts, I outline four trends.The first is that the role of universities within teacher education is precarious, along with the perceived value of research in teacher education. The second argues that prospective teachers do not perceive teaching as a research-based profession and therefore expect teacher education to be practice-orientated.Teacher education accountability structures downplay the significance of research as part of a teacher's knowledge base and practical repertoire. And finally, the career trajectories and contractual arrangements of teacher educators reduces the overall research capacity of the field. Taken together, these four trends affect how (new) teachers are introduced to education research and diminish their capacity to be actively involved in education research throughout their careers.Together this presents a diminishing capacity for (new) teachers to be inducted into the how they can play a role in the larger picture of educational research.

What do we know so far about the research‐teaching nexus in Initial Teacher Training? Findings from a systematic review

“…There is a concern that the value of research is being diminished by predominant structures of accountability, as perceived tensions between these structures and the role of research within a programme (Brooks, 2021a; Darling‐Hammond, 2020; Mayer, 2017). This ultimately is associated with pre‐service teachers being short of what has been called ‘research capacity’ (Brooks, 2021b). Skills such as interpreting research findings, engaging in practitioner‐based research, and searching literature have been especially highlighted (Gleeson et al, 2017).…”