How Initial Teacher Training programmes integrate research: A case study of insights from module expectations and teacher educators’ implementation

Abstract

Different approaches to the integration of research in Initial Teacher Training (ITT) programmes have given rise to terms like, ‘research tutored’, ‘research-based’, ‘research-orientated’, and ‘research-led’ teaching. This study examines current practice in a university by considering how these four approaches are manifest in module handbooks from undergraduate and postgraduate courses and in what teacher educators say about their sessions. In the case study, six compulsory undergraduate modules favoured a ‘research-tutored’ approach, while three compulsory postgraduate modules emphasise a ‘research-led’ approach, mainly transmitting knowledge of research and ethics. Twenty- seven teacher educators reported a lesser emphasis placed on research processes (as might be expected of a ‘research-based’ or a ‘research-orientated’ approach). The findings have policy implications for the contribution of Higher Education Institutions to pre-service and in-service teachers and how they might update skills and knowledge relevant for the professional role.