Practitioners, teachers and trainers
TLRP’s evidence consistently affirms the importance of teachers, trainers and the expertise of those practitioners who work with learners, although the modern world poses many challenges for educational professionals in all sectors.
An early thematic group, drawing on the experience of the first four networks of projects to be funded, noted the importance of teacher learning as a unifying theme. This led to a special issue of Research Papers in Education, 2005, 20(2). As more evidence accumulated from later projects, affirmation of the importance of professional learning became enshrined in the TLRP’s evidence-informed pedagogic principle 9 .
A later thematic seminar series on Changing Teacher Roles, Identities and Professionalism, extended this work and drew together sociological analysis and work derived from applied studies in teacher education. Furthermore, a Teacher Education Group, representing the interests of a number of associations, has contributed resources to the TLRP capacity building website, including an extensive annotated bibliography of recent research on teacher education. Differences in policy, relating to teacher education in the four countries of the UK, post-devolution, has been explored by Menter and colleagues in another thematic initiative.
Additionally, a number of individual projects focussed on particular aspects of teacher learning and professional formation and development. McNally and colleagues focussed on competence-based learning in the early professional development of teachers, whilst Eraut and colleagues have examined the development of expertise, especially tacit knowledge, in other professions.
Davies and colleagues have investigated the questions that arise when two different groups of professionals, in this case teachers and educational psychologists, work together for the benefit of learners. And Daniels and colleagues (link to ) have confronted the challenges of interagency working through an activity theory approach.
Two linked projects, by James and colleagues and by Dudley, have findings that underline the importance of classroom-focused collaborative enquiry by teachers for promoting learning autonomy in students, and a TLRP associate project, VITAE, has shown how crucial teachers’ commitment can be to effective learning and attainment.
Publications related to the general theme of practitioners, teachers and trainers are listed below: