There is nothing as practical as a good theory
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The document outlines criteria for including materials in the Teacher Training Resource Bank (TTRB) to improve teaching and learning. All materials must be authoritative, relevant, credible, and accessible, ideally having undergone peer review. Materials must also provide research on educational pedagogy, past policy guidance, enable engagement with professional debates, and relate to teacher training/development. Resources should recognize social aspects of learning and curriculum in schools.
There is nothing as practical as a good theory
- 1. Teacher Training Resource Bank Using Research and Evidence to Improve Teaching and Learning ESCalate 2009
- 2. TTRB Inclusion Criteria All materials included in the TTRB must be authoritative, relevant, credible and easily accessible. Ideally, they will have been subjected to peer review or the quality assurance procedures of governmental and/or non governmental organisations and bodies. Commentaries on materials must also recognise the different audiences and starting points for professional development.
- 3. In addition, all materials must meet at least one of the following criteria: Â Provide research and evidence underpinning educational pedagogy. Provide evidence of past policy and underpinning guidance that gave rise to current practice. Enable users to engage with key professional debates and their respective evidence bases. Are concerned with ITE and CPD with an audience of tutors, mentors, teachers, HLTAs and trainees that build capacity to meet established and emerging national professional standards. Reflect a view of learning in schools and beyond that recognises and includes the contributions of other partners and factors in this process e.g. leadership, ethos, support systems, family, culture, outside agencies and that of the learner themselves. Reflect the broad social nature of learning in schools and early learning settings and the need to fully recognise the social and academic aspects of the curriculum i.e. behaviour and attendance, PSHE and Citizenship. Support the development of skills, knowledge and understanding through the application of assessment, planning, monitoring and reflection in the context of any existing knowledge bases and guidance. Map areas of informed debate and that engage professionals in positioning themselves in relation to that debate. Increase inclusion and achievement.
- 4. What is the evidence? Policy documents News items Research reports Books/papers Conference papers Video Journal articles Statistics Glossary Events Websites
- 5. Where is the evidence from?
- 6. The 3 Rs of the articles Resource: Review: Related materials and resources : Authoritative, relevant, credible and easily accessible; meets inclusion criteria Evaluates material and its potential utility Positively critical, authoritative, concise, clear Facilitate further reading and research
- 7. Over to you What is the evidence and how important is it? Where does the evidence come from? How is it used in your programmes?