Research capacity building in teacher education: Scottish collaborative approaches

This paper examines the context for education research, including teacher education research, in Scotland. Concerns about research capacity are shared with other parts of the UK, but the distinctive context for teacher development and engagement in practitioner research create fertile ground for dev...

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Bibliographic Details
Published inJournal of education for teaching : JET Vol. 35; no. 4; pp. 337 - 354
Main Authors Christie, Donald, Menter, Ian
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 01.11.2009
Taylor & Francis Ltd
Subjects
Collaboration
Context
Cooperation
Cooperative learning
Education
Educational Research
Evaluation
Foreign Countries
Government-sponsored research
Higher Education
research capacity
Schools
Scotland
Teacher Education
Teaching
Teaching methods
United Kingdom
United Kingdom
United Kingdom (Scotland)
United Kingdom > UK
Scotland
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Summary:This paper examines the context for education research, including teacher education research, in Scotland. Concerns about research capacity are shared with other parts of the UK, but the distinctive context for teacher development and engagement in practitioner research create fertile ground for developments in teacher education research. Schemes such as 'Research to support Schools of Ambition' provide evidence of a shared commitment to teacher research. The national project, 'Applied Education Research Scheme', funded by the Scottish government and the Scottish Funding Council, included a thematic network on learners, learning and teaching. Drawing on activities of this sort, the paper suggests that a key element of effective capacity building lies in collaborative approaches.
ISSN:0260-7476
1360-0540
DOI:10.1080/02607470903220414