'Research-literate' teachers know what works in classrooms

Researchers from Oxford's Department of Education have contributed to a major report that examines the professional development of teachers in UK classrooms. Dr Katharine Burn and Trevor Mutton examined a number of innovative teacher trainee programmes, based in part on a medical model of 'clinical practice'. They found that 'clinical practice' which combines classroom practice with research-based knowledge improves the learning and confidence of new teachers and prepares them better for their first teaching post. The researchers say the way programmes are structured rather than simply the amount of time spent in school is what matters. Their findings came in one of seven papers for an inquiry by the British Education Research Association (BERA) and The Royal Society of Arts (RSA), which launched its overall report this month. The inquiry was chaired by Professor John Furlong of Oxford's Department of Education. Professor Ian Menter, also of the University's Department of Education, is currently President of BERA and a member of the Inquiry Steering Group.