beyond being able to identify ‘what works’ using quantitative approaches includes the ability and willingness to explore qualitatively and systematically ‘how something works’ and also ‘why it does not work’ (Lillejord and Borte 2016, 552). Therefore, all teachers need to know, not only, how to use research evidence critically but also how to actively engage in research with their pupils as co-researchers as an integral part of their everyday teaching and learning practice; research literacy should not be seen as a separate entity but as a sustained and integral part of being a teacher professional (NCSL 2012). There are a number of transitions in a teacher’s career and ‘bridging the gap’ between initial teacher education preparation and teachers’ career development in their first phases of teaching in schools is essential. Creating a variety of tracks to a higher level qualification for teachers wishing to conduct research is important (Winch et al. 2013). Preparing early career teachers (ECTs) to be able to engage in, and with, research in order to be able to use research discerningly to inform their own practice and that of others is also extremely important. While the recent English government (DfE 2016a) guidelines on effective professional development highlight the important role of research, the extent to which teachers are aware of these and have the time to consider and plan research within their own practice is debateable. Collaboration Promoting research literacy within initial teacher education and professional development programmes needs to be considered carefully in collaboration with schools and those responsible for newly qualified teachers’ induction programmes and early career teachers. Fletcher and Luft (2011), in an exploratory, longitudinal study across three years involving five newly qualified secondary science teachers, found that by the end of their first year of teaching, these teachers’ beliefs about teaching shifted towards more traditional and didactic
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