Epilogue: developing research-informed teacher learning

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2020) Epilogue: developing research-informed teacher learning. In: Beckett, Lori, (ed.) Research-informed teacher learning: critical perspectives on theory, research and practise. Routledge, London, UK. Full text not available from this repository.

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Official URL: https://doi.org/10.4324/9780429025822-12


This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book highlights challenge for school-based teacher educators, that they have increasing responsibility to support student teachers to develop research literacy and to engage critically with theory and research. In relation to a critique of clinical practice models and learning rounds, Carey Philpott considered how student teachers learn through reflection and how tutor and mentor feedback might support such professional learning within a professional learning community. Carey challenged the rhetoric of some commentators about the ‘gold standard’ of randomised control trial research and the use of research meta-reviews in education. Carey argued for an approach to teacher education that acknowledges emotional labour and identity formation involved in becoming a teacher. The clear contradictions in UK policy-making and in the arguments made by proponents of medicine-based models for evidence-based teaching motivated Carey to focus his work on the issues of developing research-informed teacher learning.

Item Type: Book Section
Publisher: Routledge
ISBN: 9780429025822
Departments: Learning Education and Development (LED)
Institute of Education > Non-Initial Teacher Education
Depositing User: Anna Lupton
Date Deposited: 24 Oct 2019 14:35
Last Modified: 25 Apr 2024 15:10
URI: https://insight.cumbria.ac.uk/id/eprint/5180
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