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Research in Teacher Education Journal

Articles Published by TERG in its Periodical Research in Teacher Education

Research in Teacher Education (RiTE) publishes articles, book reviews and opinions pieces from the TERG group at Cass. In addition, each edition publishes articles from a guest writer associated with the Cass School of Education and Communities and the periodical's International Advisory Board. The publication showcases work from the teacher education teams at the Cass School of Education and Communities and the wider teacher education community in the UK and beyond. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicizing the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field, including the many teachers, mentors and school-based teacher educators in our partnership schools.

Research in Teacher Education (RiTE) is supported by the establishment in 2013 of an international advisory body.
  • Stephen Ball, London University’s Institute of Education, England
  • John Loughran, Monash University, Australia
  • Kari Smith, University of Bergen, Norway
  • Clare Kosnik, University of Toronto, Canada
  • Ian Menter, University of Oxford, England
  • Paul Stephens, University of Stavanger, Norway
  • Gill Crozier, University of Roehampton, England
  • Meg Maguire, King’s College London, England
  • Linda Hammersley-Fletcher, Manchester Metropolitan University, England
  • Dan Gibton, Tel-Aviv University, Israel
  • Hans-Georg Kotthoff, University of Freiburg, Germany

The following articles have appeared in RiTE since its inception in 2011:
(Cass authors are noted in bold).

  • Ameen. R. & Hassan. N. 2013. Are faith schools educationally defensible? Research in Teacher Education. 3 (1) 11-17.
  • Ayres. D., Tyrrell. C. & Poon, K. 2013. Mobile technology: a study on the impact on the role of Initial Teacher Training (ITT) tutor. Research in Teacher Education. 3 (1) 27-32.
  • Ball. S. J. 2012. The making of a neoliberal academic. Research in Teacher Education (2). No. 1. 29-31.
  • Brennan. C. 2011. You got pwned 1! The behaviour of young people online and the issues raised for teachers. Research in Teacher Education. 1 (1) 16-20.
  • Clarke. J. & Pye. T. 2013. A wrong turn for Initial Teacher Education? Research in Teacher Education. 3 (1) 27-32.
  • Clarke. J. Changes in the ‘beliefs’ of pre-ITE math’s students on a 24-week Subject Knowledge Enhancement Course. Research in Teacher Education..1 (1) 3-8.
  • Coogan. J. & Herrington. N. 2011. Q methodology: an overview. Research in Teacher Education 1 (2) 24-28.
  • Czerniawski G. 2012. Student Voice-by-numbers. Research in Teacher Education 2 (1) 14-18.
  • Czerniawski. G., Wright K., Herrington N. 2011. Embedding the Global Dimension into Secondary Initial Teacher Training through the use of virtual schools.Research in Teacher Education. 1 (1) 21-26.
  • Dalladay. C. 2011. The biography of music teachers and their understanding of musicality. Research in Teacher Education 1 (1) 9-15.
  • Dalladay. C. 2012. Musicianship in education: ideology and practice. Research in Teacher Education. 2 (2) 9-18.
  • Edmonds. C. 2013. Why teachers need to hear the voices and experiences of the child with Dyspraxia. Research in Teacher Education. 3 (1) 5-10.
  • Golabek. C. & Amrane-Cooper L. 2011. Trainee teachers' perception of the Nature of Science and implications for pre-service teacher training in England. Research in Teacher Education. 1 (2) 9-13.
  • Herrington. N. 2013. Building communities for the future. Research in Teacher Education. 3 (1) 18-21.
  • Jones. K. 2012. Global Dimensions in Design and Technology – ‘Just another thing to think about’? Research in Teacher Education. 2 (1) 19-23.
  • Kidd. W. 2012. Place, (cyber) space and being: the role of student voice in informing the un-situated learning of trainee teachers. Research in Teacher Education. 2 (1) 3-7.
  • Lewis. E. 2011. When Gove became bigger than God: using social bookmarking to track subject knowledge development and student priorities in Initial Teacher Training. Research in Teacher Education. 1 (2) 3-8.
  • Lewis. E. 2012. Locating the third space in Initial Teacher Training. Research in Teacher Education. 2 (2) 31-36.
  • Macklin. J. 2013. School leaders communicating in complex organisations. Research in Teacher Education. 3 (1) 22-26.
  • Maguire. M. 2011. Where next for English teacher education? Research in Teacher Education. 1. (1) 30-34.
  • Menter. I. 2013. From interesting times to critical times? – teacher education and educational research in England. Research in Teacher Education. 3 (1) 38-40.
  • Meredith. S. 2011. Supporting physical education trainee teachers in their use of information communication technology while on school-based experiences.Research in Teacher Education. 1 (2) 14-19.
  • Morris. D. 2012. ICT and educational policy in the UK: are we on the way towards e-maturity or on the road to digital disaster? Research in Teacher Education. 2 (2) 3-8.
  • Murray. J. 2012. Performativity cultures and their effects on teacher educators’ work. Research in Teacher Education. 2 (2) 9-23.
  • O’Brien. J. 2012. Teacher education in Scotland: the Donaldson Review and the early phases of teacher learning. Research in Teacher Education. 2 (2) 42-47.
  • Pye. T. 2012. Talking about Maths. Research in Teacher Education. 2 (1) 24-28.
  • Quarshie. R. 2011. OurSpace: exploring our cultures. Research in Teacher Education 1 (1) 27-29.
  • Reid. A. 2012. Good practice’ for pupils with English as an additional language: patterns in student teachers’ thinking. Research in Teacher Education. 2 (2) 24-30.
  • Rubiano. C. 2012. The case study paradox: a way to engage Colombian teacher educators in exploring the utopia of social justice. Research in Teacher Education. 2 (2) 37-41.
  • Welch. G.F. 2011. The arts and humanities and the 'English Baccalaureate': STEAM not STEM. Research in Teacher Education. 1 (2) 29-31.
  • Wells. D. 2012. Computing in Schools: Time to move beyond ICT? Research in Teacher Education. 2 (1) 8-13.
  • Woodage. S., 2011. Is the Handling Data Cycle about to do a runner? Research in Teacher Education. 1 (2) 20-23.