Teacher trainees’ ability to make principled grouping decisions, and to prepare for implementation of these, as well as self-efficacy, motivation, communication skills and reflexivity around inclusive practice Other
Conditions
Interventions
The study employs a dual-strand design, integrating a randomised controlled trial (RCT) and a mixed-methods implementation and process evaluation (IPE).
RCT:
The intervention will take a ‘Beyond the
Sponsors
Department for Education
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: To be included in the study, campuses must meet the following criteria: 1. The ability to host and facilitate two parallel in-person training sessions on the designated intervention delivery day (15th May 2025). 2. A sufficient number of secondary trainees enrolled in their ITE programme to allow for meaningful participation (min n = 6) Randomised Controlled Trial: 1. Eligible participants will be current trainees specialising in secondary education enrolled in NIoT’s ITE programmes, based at campuses in the North and West; South and West; East, South and London; or North and East regions of England. Process Evaluation: 1. Eligible participants will be NIoT ITE trainees and NIoT tutors/facilitators participating in and delivering the inclusive practice training across the four NIoT regions as well as ITE tutors and ITE Faculty members. 2. Trainees eligible for individual interviews and Focus Group Discussions (FGDs) will need to be enrolled in the NIoT ITE programme at one of the participating campuses across England. 3. Eligibility criteria for NIoT staff participating in individual interviews will include role(s) in designing or facilitating the inclusive practice ITE training sessions, ITE tutors or other facilitators leading the training, and ITE Faculty members who oversee NIoT training.
Exclusion criteria
Exclusion criteria: Trainees pursuing specialisms in primary education; trainees who participated in pilot study
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. The ability to make principled, contextually responsive grouping decisions for diverse pupil needs will be measured using scenario-based assessments generated by the study team. Trainees will complete a scenario-based assessment at baseline, and then will be given the opportunity to justify what (if any) changes they would make to their initial response at endline testing. 2. Trainees' self-efficacy in implementing and sustaining inclusive grouping practices will be measured with surveys at baseline and endline. 3. Trainees' motivation to implement and sustain inclusive grouping practices will be measured with surveys at baseline and endline. 4. The ability to effectively prepare for inclusive grouping strategies in diverse classroom settings will be measured using scenario-based assessments generated by the study team. Trainees will complete a scenario-based assessment at baseline, and then will be given the opportunity to justify what (if any) changes they would make to their initial response at endline testing. 5. The ability to effectively communicate grouping decisions and rationale to colleagues, administrators and parents will be measured using scenario-based assessments generated by the study team. Trainees will complete a scenario-based assessment at baseline, and then will be given the opportunity to justify what (if any) changes they would make to their initial response at endline testing. 6. The ability to reflect on and adapt grouping practices based on evolving pupil needs and classroom dynamics will be measured using scenario-based assessments generated by the study team. Trainees will complete a scenario-based assessment at baseline, and then will be given the opportunity to justify what (if any) changes they would make to their initial response at endline testing. | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Trainee perceptions of the training day measured using a survey at endline. 2. Tutor/facilitator perceptions of the training day measured using a survey at endline. | — |
Countries
England, United Kingdom
Contacts
Public ContactLydia Lymperis
Outcome results
None listed