Teacher education research in the UK: the state of the art

This paper offers an analysis of the current state of teacher education research in the United Kingdom (UK). It commences with a brief historical overview of developments over the last century. Some recent «capacity building» initiatives designed to enhance and develop teacher education research are described. There is then a focus on a particular web-based resource that draws together a significant number of publications in UK teacher education research from 2000-2008. This database is then analysed in order to identify in which journals and by which authors this work is produced. The range of methodological approaches and substantive areas of focus that appear to predominate in teacher education research in the UK are reviewed, according to categories within the database. This demonstrates that there are some very real challenges to be faced by teacher education researchers in the years ahead, similar but not identical to those faced elsewhere.

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Mapping the Field of Teacher Education Research: Methodology and Issues in a Research Capacity Building Initiative in Teacher Education in the United Kingdom

European Educational Research Journal ◽

10.2304/eerj.2008.7.4.459 ◽

2008 ◽

Vol 7 (4) ◽

pp. 459-474 ◽

Cited By ~ 11

Author(s):

Jean Murray ◽

Anne Campbell ◽

Ian Hextall ◽

Moira Hulme ◽

Marion Jones ◽

...

Keyword(s):

Teacher Education ◽

Education Research ◽

United Kingdom ◽

Capacity Building ◽

Research Programme ◽

Research Capacity ◽

Second Phase ◽

Research Capacity Building ◽

The United Kingdom ◽

Teacher Education Research

This article discusses the first stages of the work of the Teacher Education Group (TEG) in building research capacity in teacher education research and identifies the potential of the model adopted for future European initiatives in the field. The TEG work is part of the second phase of the Teaching and Learning Research Programme (TLRP), based on an embedded social practices model of research capacity building. The article opens by outlining the broad context of research capacity building initiatives and identifying general factors which create concerns about the sustainability of teacher education research in the United Kingdom. It then describes the initial impetus, within the TEG, for the creation of an up-to-date annotated mapping of current research in teacher education and outlines the practices used to generate the model used for the mapping. In conclusion, the article discusses some of the methodological, ethical and epistemological issues raised by the mapping exercise and the challenges ahead in disseminating and embedding the initiative.

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The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

Sustainability ◽

10.3390/su13105459 ◽

2021 ◽

Vol 13 (10) ◽

pp. 5459

Author(s):

Diana Soares ◽

Betina Lopes ◽

Isabel Abrantes ◽

Mike Watts

Keyword(s):

Teacher Education ◽

Education Research ◽

Literature Review ◽

Science Teachers ◽

Systematic Literature Review ◽

Theory And Practice ◽

Initial Training ◽

African Countries ◽

Learning And Teaching ◽

Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

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Especially for Special Educators

Council review ◽

10.1177/001440297604200501 ◽

1976 ◽

Vol 42 (5) ◽

pp. 244-252 ◽

Cited By ~ 5

Keyword(s):

Special Education ◽

Teacher Education ◽

Education Research ◽

Special Educators ◽

Exceptional Children ◽

Teacher Education Research

Thirty special educators, some of whom have worked in the field for over 50 years, were interviewed by telephone. Each was asked to identify milestone events and pioneers in special education and to describe the development and role of teacher education, research, and The Council for Exceptional Children over the years. Crucial issues and needs in the field today were identified by the group and their responses were synthesized into the first of a series of articles celebrating the Bicentennial.

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Engineering Design: A Perspective on U.K. and Swiss Developments

2nd International Conference on Design Theory and Methodology ◽

10.1115/detc1990-0130 ◽

1990 ◽

Author(s):

W. Ernst Eder

Keyword(s):

United Kingdom ◽

Engineering Design ◽

State Of The Art ◽

International Group ◽

The United Kingdom ◽

Current State

Abstract Historic developments, and the current state of the art are surveyed in thought, theory, methods and methodology, and education for and about engineering design. This survey covers two particular and disparate regions, the United Kingdom, and Switzerland, the latter including the activities of an international group centered in Zürich known as WDK — Workshop Design-Konstruktion.

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