Building an Evidence-Base for Initial Teacher Education (ITE) in NIE: A Bridging Project

Project Number
OER 04/10 LEL

Project Duration
December 2010 - September 2012


This project is one part of a larger programme of research. The major objectives of this project build on the current project (OER 13/09 LEL– Building an Evidence-base for ITP in NIE: A Formative Project), and anticipate a larger longitudinal study. The core aim of this project is to extend OER 13/09 LEL’s program of research activities. It responds to issues emerging through the implementation phase of the 2008-09 NIE Programme Review and Enhancement (PRE), outlined in Teacher Education in the 21st Century (TE21) (Low et al 2009). First, discussions within the implementation Task Forces indicate a need to ensure that pedagogical practices associated with the Academic Subjects are better understood. Second, it seeks to complement the work of Core Team 1. Third, it responds to the need to understand students’ experiences of the V3SK model and the GTCs. This project involves three additional formative activities. First, an extension of work already initiated to “develop baseline data on classroom pedagogical practices”, where that data drew on observations of teaching within a sampling of Education Studies/ Curriculum Studies (ES/CS) courses. The intention is to extend this work to include representative samples of teaching in key content-related areas, i.e. Academic Subject (AS), courses within the Degree programmes. This will ensure that the data collected and analysed is representative of teaching in both methods courses and content courses. The second activity involves new work to support the work of the TE21 implementation steering group (ISG), in particular, to triangulate the findings of Core Team 1’s mapping exercise of the Values3, Skills and Knowledge (V3SK) model and the Graduand Teacher Competencies (GTCs) framework across all programmes. The Team has obtained lecturer’s self-perceptions about coverage in terms of topics/pedagogies/ assessment modes that address the particular attribute/ competency. These were reported to NIE on 7th June, 2010. What is needed are student teachers perceptions of the coverage of V3SK/ GTCs in order to triangulate lecturer’s self-perceptions. The third extension also involves new work—interviewing participants in the PGDE programme to gain a deeper understanding of their prior experiences of education. These interviews will also seek to understand how their attitudes, beliefs and values are being engaged during their PGDE experiences, and the impact of those engagements on participants’ ‘teacher identity’ prior to their entry into ITE programmes, and in anticipation of their graduation from them.

Funding Source

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