Challenges of research(er) development in university schools of education: a Scottish case

From the 1990s the professional preparation of intending teachers in Scotland moved from monotechnic colleges to seven university schools of education. ‘Universitisation’ (Menter et al. 2006) created new opportunities for the creative adaptation of work cultures to value teaching and research. New appointments are expected to demonstrate research potential and to hold higher degrees. The need to build research capacity in and for teacher education is a recognised international priority and is particularly important given the demographic profile of the UK educational research community (Mills et al. 2006). Through a series of 19 semi-structured interviews in two schools of education located in research intensive universities in Scotland during 2009–10, this research explored: (1) the experiences and tactics of emerging researchers with teacher education roles; and (2) institutional strategies to promote research engagement and development. This small-scale exploratory study identifies diversity within the ‘academic tribes’ of teacher education (Bechler and Trowler 2001; Menter 2011) and suggests that research audits, in combination with political and economic influences on teacher education, may increase the bifurcation of research and teaching, inhibiting possibilities for productive interchange. A recalibration of school–university partnerships is suggested as one strategy to advance research-engaged professional education