Remedying the research–practice (university–school) dichotomy: Pre-service teachers as epistemic agents and the challenges that they face
Written by: Jack Bryne Stothard
8 min read
Jack Bryne Stothard, University of Derby, UK
Introduction
Previous literature (van Katwijk et al., 2023) has shown that research is an essential way to ‘future-proof’ teacher education, ensuring that pre-service teachers (PSTs) develop the skills needed to adapt to the ever-changing conditions and demands of educating. While many qualified teachers may be interested in research, many practices in schools resemble those used decades ago (Mosey and Stothard, 2022), despite research showing that some may not only be ineffective but may be educationally harmful. The Initial Teacher Training (ITT) Core Content Framework (DfE, 2019) offers a minimum entitlement for trainee teachers that providers must cover in their training programme, and highlights the skills and essential knowledge that PSTs need to acquire to meet the Teachers’ Standards. This is supported by key research. Subject knowledge, pedagogy, classroom management, assessment and professional conduct are all underpinned
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