Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework

Clapham, A ORCID: https://orcid.org/0000-0001-5066-134X, Richards, R ORCID: https://orcid.org/0000-0001-6389-7706, Lonsdale, k and la Velle, L, 2023. Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework. London Review of Education, 21 (1): 24. ISSN 1474-8460

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Abstract

In the UK, the Research Excellence Framework is a mechanism used for ranking the quality of research in higher education institutions. While there has been analysis of the entire Research Excellence Framework, and of the Education unit of assessment more generally, analysis of how research on initial teacher education featured in the Research Excellence Framework has been minimal. In this article, we report on Phase I of an 18-month project that mapped the extent to which initial teacher education-focused research was included in the 2014 Research Excellence Framework. Employing a novel methodology and a theoretical framework based on policy as text and discourse, we identify a sample of 12 higher education institutions that provided initial teacher education programmes and returned outputs to the 2014 Research Excellence Framework. Analysis of over 1,600 outputs suggest that in the 2014 Research Excellence Framework only 5.5 per cent of these were focused on initial teacher education. We discuss the methodological approach, some headline findings and areas for future research, arguing that these add evidence to the literature of initial teacher education-focused research and, in doing so, can inform policy at the levels of schools, higher education institutions, Research Excellence Framework and the government. We conclude that although the Research Excellence Framework only concerns the UK, similar exercises are becoming increasingly prevalent globally, and therefore the extent to which research on initial teacher education was marginalised in the 2014 Research Excellence Framework is of interest to all concerned with teacher education.

Item Type:	Journal article
Publication Title:	London Review of Education
Creators:	Clapham, A., Richards, R., Lonsdale, K. and la Velle, L.
Publisher:	UCL IOE Press
Date:	12 July 2023
Volume:	21
Number:	1
ISSN:	1474-8460
Identifiers:	Number Type 10.14324/LRE.21.1.24 DOI 1765651 Other
Rights:	This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.
Divisions:	Schools > Nottingham Institute of Education
Record created by:	Jonathan Gallacher
Date Added:	14 Aug 2023 12:23
Last Modified:	14 Aug 2023 12:55
URI:	https://irep.ntu.ac.uk/id/eprint/49561

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