The aims of this research are to understand what curriculum quality for trainees looks like in Initial teacher education (ITE) partnerships and how we might best evaluate it effectively.
The first phase looks to define important components of ITE curriculum quality to build a testable research model.
You can read the initial findings from phase one in HMCIs commentary: the ITE curriculum.
For phase one of the project, we commissioned The Curriculum for Initial Teacher Education: Literature Review from Sheffield Hallam University to support the design of the research model for assessing the curriculum quality of teacher training programmes. We were particularly interested in what the research literature could tell us about the purpose of an ITE curriculum and any evidence of best practice that might help with shaping indicators for curriculum quality in an ITE context.
Phase two involves research visits to partnerships. This provides evidence on the validity of the research model and how well it assesses curriculum quality across different types of ITE partnerships.
The findings from this two-phase study will provide a research basis for the development of a new inspection framework for ITE.