Intensive training and practice in Initial Teacher Education with two foci: Questioning and Scaffolding Not Applicable
Conditions
Interventions
The study comprises two parallel strands: a randomized control trial and a mixed-methods process evaluation, with interconnected objectives.
Randomized control trial:
The trial will use a parallel c
one will participate in the virtual school visit for ITaP 3 (i.e. the third round of ITaP in their ITE year), while the other will take part in an in-person visit for ITaP 3.
After the initial phase,
Sponsors
Department for Education
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Randomized control trial: 1. Participants undergoing initial teacher training at the National Institute of Teaching during the year 2023/24, pursuing a secondary specialism 2. Participants registered with and undertaking training either at the (i) North and West or (ii) South, East and London campus of the NIoT. Mixed-methods process evaluation: 1. Trainees and NIoT staff participating in and delivering the ITaP programme across the North and West (N&W) and East, South, and London (SE&L) NIoT campuses Eligibility criteria for trainees participating in individual interviews: 1. Participation in the NIoT ITE programme at either N&W and SE&L campuses 2. Participation in the school visit days for both ITaP 3 & ITaP 4 Eligibility criteria for trainees participating in Focus Group Discussions (FGDs): 1. Participation in the NIoT ITE programme at either N&W and SE&L campuses 2. Participation in the school visit days for both ITaP 3 & ITaP 4 3. Attendance at the campus day when the FGDs will be held Eligibility criteria for NIoT staff participating in individual interviews: 1. Role in designing, delivering or facilitating the ITaP school visit day
Exclusion criteria
Exclusion criteria: Trainees pursuing specialisms in primary education
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. Grasp of evidence base is measured using two quizzes generated by the study team: one for questioning and one for scaffolding (attached – ‘Primary Outcome 1’). Assessment will take place at baseline and endline for ITaP 3, and again at baseline and endline for ITaP 4 2. Ability to prepare and apply knowledge is assessed using responses to a total of six (3 for ITaP 3 and 3 for ITaP 4) digital approximations available on the Proxima platform. Assessment will take place at baseline and endline for ITaP 3, and again at baseline and endline for ITaP 4 3. Self-efficacy is measured using a self-report scale adapted from Bandura’s (2006) Teacher Self-Efficacy Scale. Assessment will take place at baseline and endline for ITaP 3, and again at baseline and endline for ITaP 4 | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Ability to prepare and apply knowledge is assessed using trainees’ lesson plans at baseline and endline for ITaP 3, and again at baseline and endline for ITaP 4 2. Trainee perceptions are measured using 5-point Likert scales to rate: 2.1. How useful trainees found the school visits 2.2. How useful they found ITaP as a whole as part of their training Assessment will take place at endline for both ITaP 3 and ITaP 4 | — |
Countries
England, United Kingdom
Contacts
Public ContactLydia Lymperis
Outcome results
None listed