Abstract

The need for capacity-building in teacher education in the UK has been raised as a serious issue by a number of commentators. Tensions about the place of research in teacher education have persisted for many decades, but following changes to the core funding mechanisms in the UK, the maintenance of education research bases within many universities has become increasingly tenuous. This paper provides an analytical account of an initiative conducted by the Teacher Education Group (TEG) to build research capacity in teacher education. With reference to a review of the national contexts for research in the UK and research on teacher educators, the article argues that, in order to build research capacity initiatives we need to provide motivation and new types of networking opportunities for researchers, as well as developing their expertise. In developing this argument, the article also explore the relationships between national policy changes, institutional research cultures and individual habitus and agency in research capacity-building. The paper also describes a new initiative in England, the Teacher Education Research Network (TERN).

Citation

Murray, J., Campbell, A., Hextall, I., Hulme, M., Jones, M., Mahony, P., Menter, I., Procter, R. & Wall, K. (2009). Research and teacher education in the UK: Building capacity. Teaching and Teacher Education: An International Journal of Research and Studies, 25(7), 944-950. Elsevier Ltd. Retrieved July 6, 2022 from https://www.learntechlib.org/p/76094/.

Keywords

• College Environment
• Early and mid career researchers
• educational policy
• Educational Research
• Foreign Countries
• Institutional development
• motivation
• National policy
• Network Learning
• Organizational Culture
• Organizational Development
• Program Improvement
• Research capacity-building
• Researchers
• Schools of Education
• social networks
• teacher education
• Teacher education research
• Teacher Educators