Building research-informed teacher education communities: A UCET framework

Teaching is an intellectual profession and, as such, its knowledge bases are underpinned by research, one definition of which could be new knowledge made public. However, within the education community, the concept of research is used in a variety of what might be thought of as loose ways, including, for example, reports of innovative practice, as a component of CPD, exchange of knowledge and the theory-practice nexus. This has important implications for teacher education (TE), both initial and continuing. The parts played by universities in designing, supporting and sustaining new models of ITE are many and varied. Understanding how research underpins, enhances and enriches ITE is a unique and crucial contribution that universities make towards securing high-quality ITE. Recognising the unique role of the University Council for the Education of Teachers (UCET), the BERA-RSA review ‘Research and the teaching profession: Building the capacity for a self-improving sy