A review of ‘research-informed clinical practice’ in Initial Teacher Education

Burn, Katharine; Mutton, Trevor

doi:10.1080/03054985.2015.1020104

Cited by 162 publications

(122 citation statements)

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“…The quality of student teachers' reflection continues to be a key concern for policy makers and educators (Sahlberg et al, 2014;DfE, 2014;Burn & Mutton, 2013). This paper has presented PCoE as a pedagogical approach and/or orientation that could address some of the barriers associated with student teachers' reflections (Calderhead, 1989).…”

Section: Resultsmentioning

confidence: 99%

“…Another example of how theoretical assumptions can influence policy and practice relate to policy makers' current emphasis on more school-based teacher education programmes. The policy seems to be primarily driven by the assumption that more experience will address the problem of student reflection (Burn & Mutton, 2013) without considering if students have the necessary dispositions for reflective thinking.…”

Section: Teacher Education and Reflectionmentioning

confidence: 99%

“…This paper takes up the issue of student teachers' reflections and its pedagogy in the context of a renewed emphasis on reflection from policy makers (Sahlberg et al, 2014;DfE, 2014;Burn & Mutton, 2013), educators (Gay & Kirkland, 2003) and the recurrent debates about the process, content and outcomes of reflection (Zeichner, 2008;Hatton & Smith, 1995). In particular, it is about the significance of these debates on my role as a teacher educator and my experiences of students' reluctance to fully engage in reflective learning experiences, (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Promoting Student Teachers' Reflective Thinking Through a Philosophical Community of Enquiry Approach

Demissie

2015

AJTE

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Section: Resultsmentioning

confidence: 99%

Section: Teacher Education and Reflectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Promoting Student Teachers' Reflective Thinking Through a Philosophical Community of Enquiry Approach

Demissie

2015

AJTE

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“…Together, university tutors, school mentors and student teachers were engaged in collaborative enquiry into authentic pedagogical problems. A full discussion of other schemes involving these and similar examples of research-informed clinical practice can be found in the review by Burn and Mutton (2013).…”

Section: Innovative Ways For Integrating Theory and Practicementioning

confidence: 99%

“…Whilst reflective practice in different guises has gained widespread popularity as a 'research springboard', the Oxford Internship Scheme (McIntyre, 1990), first developed in the 1980s, rejects 'more elaborated notions of experiential learning that emphasise 'reflective practice', in which it is experience alone that constitutes the focus for reflection' (Burn and Mutton, 2013, p.2). Instead, the Oxford programme is designed to enable the integration of experiential learning and research-based 10 knowledge, where school and university knowledge are interrogated in the light of each other, based on a model of 'research-informed clinical practice' (Burn and Mutton, 2013) and promoting 'practical theorising' (McIntyre, 1995). On this programme, beginning teachers are trained and supported to adopt research-informed practice rather than imitating experienced teachers or proceeding through trial and error.…”

Section: Innovative Ways For Integrating Theory and Practicementioning

confidence: 99%

The place of research in teacher education

Peiser¹

2015

Teacher Education in Times of Change

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IntroductionThis chapter explores (i) how different types of research are fundamental in informing programme content (research in teacher education) and (ii) how teacher education research is also useful in influencing programme design and structure (research on teacher education) (Cochran-Smith and Demers, 2008). The discussion of research in teacher education will present a rationale for research-rich teacher preparation and development and then review three different types of research: pedagogical content knowledge, professional enquiry, and innovative modes of integrating theory and practice. The analysis of research on teacher education will pay particular attention to the insights gleaned into how teachers learn, and illustrate how this knowledge has informed the content of teacher preparation courses. In addition to exploring the benefits and value of research in and on teacher education, the chapter will examine some of the associated challenges: the tensions between competence based teacher standards and a wider professional understanding, the contested nature of 'valid' educational research, issues related to teacher educators' research capacity, and the difficulties in developing an evidence base in teacher education.The focus of this book is on teacher education across the UK and Ireland. This chapter focuses primarily on the four nations within the UK, although many of the points made have clear relevance to Ireland (and see also Chapter 8 by O'Doherty where the place of research in Irish teacher education is discussed), and indeed internationally. It begins with a brief overview of the policy context for teacher education research in each of the four jurisdictions of the UK. Those issues will then 2 be readdressed in the discussion section with respect to the key points made in the chapter.

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Student teachers’ positionalities as knowers in school subject departments

Puttick

2017

British Educational Res J

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Student teachers in England, mainly on one-year courses, spend the majority of their time in schools. Secondary schools are primarily organised around subject departments, and these subgroups within schools have been shown to be significant for student outcomes and teachers' experiences. However, research on school subject departments themselves is relatively limited, and developing better understandings of school subject departments is important for Initial Teacher Education and educational research more broadly. This paper draws on an ethnographic study of three secondary school geography departments to analyse student teachers' positionalities as knowers within departments. Opportunities for professional discussions within departments are limited, and are often dominated by immediate practical concerns. A social realist concept of knower-knowledge structures is used to explore the kinds of knowers accepted as legitimate in these departments. A dichotomous view of teachers as knowers was found, being positioned as knowing or notknowing particular areas of subject knowledge. This binary view is argued to be related to the language of the Teachers' Standards in England. Suggestions are made for improving student teachers' positions as knowers within departments by planning opportunities to contribute their expertise, and for developing more expansive discourses around subject knowledge to enable all to maximise opportunities to learn from the rich mines of expertise held across ITE partnerships.

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A review of ‘research-informed clinical practice’ in Initial Teacher Education

Cited by 162 publications

References 31 publications

Promoting Student Teachers' Reflective Thinking Through a Philosophical Community of Enquiry Approach

Promoting Student Teachers' Reflective Thinking Through a Philosophical Community of Enquiry Approach

The place of research in teacher education

Student teachers’ positionalities as knowers in school subject departments

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