Transcript Ian Menter`s morning presentation slides

Research and Teacher Education: the
BERA/RSA Inquiry
13 June 2012
Background
• Joint BERA and UCET review of current policy
developments in 2011 - ‘Prospects for Education Research
in Education Departments in Higher Education in the UK’
(Whitty et al, 2012).
• The close relationship between educational research and
the nature of teacher education provision was a key theme
to emerge from the report – but also that the relationship
is not widely understood.
• Moreover, there are strong grounds to believe that the
relationship between research and teacher education is
about to change, particularly in England but also elsewhere
in the UK.
About the Inquiry
• As a follow up to the BERA / UCET report, BERA in partnership with
the RSA is undertaking a major Inquiry into the relationship
between educational research and teacher education and how both
work to improve outcomes for children and young people.
• The Inquiry will gather evidence and commission and disseminate a
range of papers on the relationship between teacher education,
educational research and school improvement.
• A major focus will be on the benefits of research informed teacher
education. The aim will be to produce papers that are both
authoritative and accessible to a wide audience. They will include
papers reviewing evidence on current practice in different parts of
the UK and well as internationally, together with papers of a more
theoretical nature.
Aims of the Inquiry
(a) Shape debate – by collecting and reviewing evidence
about the role which research-informed teacher
education plays in promoting school improvement;
(b) Inform policy – within Government and the education
sector by making recommendations to develop the
relationship between research and teacher education;
(c) Influence practice – developing practical approaches to
connect researchers, teacher educators, teachers and
others.
Process
 Phase One – evidence-gathering and filling gaps
 Phase Two – publication and dissemination
 Phase Three – recommendations and
implications
Steering Group
• John Furlong
• Joe Hallgarten
• Pamela Munn
• Ian Menter
• Geoff Whitty
• Nick Johnson
• Secretariat at RSA led by Louise Bamfield
• Plus advisers: Graham Donaldson, Dr Carmel Gallagher, Sir
Alasdair Macdonald, Lord Putnam, Sir Alan Steer
Reference Group
• More than twenty organisations have been
invited to nominate a representative
• Unions, GTCs, learned societies, other
voluntary groups – including UCET
• First meeting held on 5 June 2013
Commissioned Papers
• International policy and practice – Dr Teresa Tatto
• UK policy and practice – Dr Moira Hulme, Prof Linda Clarke,
Gary Beauchamp, Prof Jean Murray
• The contribution of research to teachers’ professional learning
– philosophical understandings – Prof Chris Winch, Dr Alis
Oancea, Dr Janet Orchard
• Review of research-informed clinical practice in teacher
education – Dr Katharine Burn, Trevor Mutton
• Research, teacher education and school improvement – Dr
Monica Mincu
• The continuum of professional learning – Philippa Cordingley
Call for Submissions
Issued yesterday and circulated to all UCET contacts. Six key questions:
1.
2.
3.
4.
5.
6.
What do you see as the MAIN strengths and areas for improvement within teacher education
as a whole in your part of the UK today, and why?
When thinking about initial teacher education (ITE) in your part of the UK today, what
contribution do you think that research currently makes to ITE, and what role do you think
that it should play?
When thinking about continuous professional development (CPD) in your part of the UK
today, what contribution do you think that research currently makes to the professional
learning and development of teachers, and what role do you think it should play?
What do you think are the main barriers faced by teachers when it comes to (a) engaging with
research evidence and (b) undertaking their own research? What support do you think
schools or others (such as colleges and universities) could provide to help to overcome those
barriers?
What impact do you think that research can make to improving the quality of teaching and
learning outcomes for students?
Is there anything else that you wish to add about the contribution that research can make to
teaching and teacher education?
Teacher survey/focus groups?
• To be carried out in the new school year,
hopefully with the help of the unions and the
GTCs
Timeline
2013
March
Launch &
Dissemination
Evidence
& Analysis
Start-up
April
May
June
Phase 1: Evidence gathering & analysis
July
Aug
Sept
Oct
Phase 2: Interim Report
COMMISSIONED PAPERS
Nov
2014
Jan
Stage 3: Recommendations and Final Report
FINAL
REPORT
Interim
Report
CALL FOR SUBMISSIONS
Dec
TEACHER SURVEY
LAUNCH
EVENT
Oxford
Conference
6 June
Inquiry
Seminar
16 July
BERA
CONFERENCE
3-5 Sept
Co-ordinate press
activity between
BERA & RSA