Teacher preparation programmes based at universities can provide the resources and facilitate knowledge sharing, bridge theory and practice in collaboration with teacher researchers, schools and other stakeholders and support the mentoring and professional learning of teachers by developing reciprocal and collaborative and partnerships with schools and teachers (Lillejord and Børte 2016). Universities are powerful brokers in facilitating and supporting the process of teachers connecting their own practitioner-oriented research with the broader body of research knowledge (Brown, Rowley and Smith, 2015). However, what constitutes research and teacher research (Cochran-Smith and Lythe 1999) needs examination to ensure valuing of practice and research knowledge (Hargreaves et al. 2005). Even though the term teacher researcher is employed, this does not imply a dichotomous position; it is important to see research as an integral part of what teachers do, and associated with this, is the valuing of practitioner research. Addressing negative teacher perceptions regarding the value of research as a source for improving their learning and teaching is an issue that requires attention in trying to develop sustainable research literacy practices (Pedder, 2013; Pedder, James and MacBeath et al. 2005). In supporting the development of the research literacy of a teacher, their perceptions of the utility of the research need to be addressed. Therefore, research needs to be accessible, tailored and focused on the requirements of a specific school context to support teacher development in schools so that teachers can see how research can be utilised for their own professional learning, and so they can become generators and not only receivers of research. Why focus on ECTs? As part of designing a research-integrated professional development pathway and enhancing partnerships between universities and schools, the building of networks of support to facilitate the transition of ECTs into schools was considered a key focus: ECT development
Teacher preparation programmes based at universities can provide the resources and facilitate knowledge sharing, bridge theory and practice in collaboration with teacher researchers, schools and other stakeholders and support the mentoring and professional learning of teachers by developing reciprocal and collaborative and partnerships with schools and teachers (Lillejord and Børte 2016). Universities are powerful brokers in facilitating and supporting the process of teachers connecting their own practitioner-oriented research with the broader body of research knowledge (Brown, Rowley and Smith, 2015). However, what constitutes research and teacher research (Cochran-Smith and Lythe 1999) needs examination to ensure valuing of practice and research knowledge (Hargreaves et al. 2005). Even though the term teacher researcher is employed, this does not imply a dichotomous position; it is important to see research as an integral part of what teachers do, and associated with this, is the valuing of practitioner research. Addressing negative teacher perceptions regarding the value of research as a source for improving their learning and teaching is an issue that requires attention in trying to develop sustainable research literacy practices (Pedder, 2013; Pedder, James and MacBeath et al. 2005). In supporting the development of the research literacy of a teacher, their perceptions of the utility of the research need to be addressed. Therefore, research needs to be accessible, tailored and focused on the requirements of a specific school context to support teacher development in schools so that teachers can see how research can be utilised for their own professional learning, and so they can become generators and not only receivers of research. Why focus on ECTs? As part of designing a research-integrated professional development pathway and enhancing partnerships between universities and schools, the building of networks of support to facilitate the transition of ECTs into schools was considered a key focus: ECT development
evans_waring_and_christodoulou_2017_RPiE_first_article.docx