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ERIC Number: EJ1056278
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: ISSN-0305-4985
A Review of "Research-Informed Clinical Practice" in Initial Teacher Education
Burn, Katharine; Mutton, Trevor
Oxford Review of Education, v41 n2 p217-233 2015
This review examines the kinds of relationship between research and practice that have been envisaged in programmes designed to provide opportunities for beginning teachers to engage in "research-informed clinical practice". Although the terminology varies, scope for inclusion is defined by an intention to facilitate and deepen the interplay between the different kinds of knowledge that are generated and validated within the different contexts of school and university. A variety of approaches have been taken to achieving this kind of integration; not merely extending the time that beginning teachers spend in school, but focusing on the processes by which professional knowledge is created, for example, by equipping beginning teachers to act as researchers, adopting a problem-solving orientation to practice. A range of approaches within and beyond the UK are examined, acknowledging the policy contexts in which they have been developed and comparing the rationales advanced in support of them. Finally the paper examines the claims advanced for the impact of such research-based clinical practice and the quality of the evidence that underpins them, in relation both to beginning teachers' professional learning and to student outcomes.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Finland; Netherlands; United Kingdom; United States