Building an Evidence-Base for Teacher Education - Phase I

Project Number
OER 15/11 LEL

Project Duration
January 2012 - August 2014


The core purpose of this project is to continue the work started by two earlier related approved research projects, OER 13/09 LEL and OER 4/10 LEL which is to build an evidence base in order to help inform policy on, and practice of, teacher education and development programmes. The key goal of the project is to characterize the early-career development of teachers' professional competence and identity. Specifically, the project will study the impact of initial teacher education (ITE) programmes and subsequent teacher professional learning and development (TPL&D) on the development of professional competencies and teacher identity both within NIE's ITE programmes and for the first 4-5 years of teaching. Our earlier projects inform us that there is an urgent need to establish a chain of evidence that links teacher preparation and post-ITE experiences to the development of key professional teacher competencies, to the impact of these competencies on teachers' teaching practice, and to student learning outcomes. In the light of these needs we propose to focus our research on the professional competence involved in: - Identifying, clarifying, and communicating challenging learning intentions, and the criteria for success. - Engineering effective classroom discussions and learning tasks that both challenge students to think and elicit evidence of learning. - Eliciting and providing feedback that moves learners forward, and constantly seeking feedback on their teaching. - Activating students as co-owners of the learning process and the agents of their own learning through teaching appropriate learning strategies, including meta-cognitive and self-regulatory strategies. - Activating students as learning resources for one another. Given the focus on these competencies, this project aims to establish this chain of evidence by addressing four main research questions: 1) What impact does ITE have on participants' development of professional competencies and identity? 2) What impact does post-ITE experiences have on the ongoing development of professional competencies and identity? 3) What impact does the development of professional competencies have on graduates' teaching practices? 4) What impact do those practices have on pupils' engagement and learning? It is envisaged that the findings of the longitudinal study can help inform policy on, and practice of teacher education and professional development both locally and internationally.

Research Themes
Teacher Education (Pre Service)

Funding Source

Related Links
ReEd Vol 9 (2013): Developing an Identity as a Teacher
NIE Research Brief Series No. 14-005: Building an Evidence-base for Teacher Education: Phase I Pedagogical Characterization of an Initial Teacher Education Classroom
NIE Research Brief Series No. 16-007: The Contribution of Teacher Education in Singapore to the Development of Teacher Competencies and Identity

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