Abstract
The purpose of this article is to describe the ways in which intending teachers in the United Kingdom are acquainted with the principles and methods of educational research. Two points must be emphasized at the outset. The first is that the discussion is intentionally limited to the content of courses of initial training; the more intensive treatment of the topics under review that can undertaken in advanced courses of in-service training is not considered. The second point to be noted is that the institutions-colleges of education and university departments of education-that are responsible for initial training in the United Kingdom are free to fashion their own curricula and methods of instruction. The absence of any central control or direction in these respects leads to a wide variety of practices and, indeed, the content of the initial training programmes in a particular college is determined, to a considerable extent, by the experience, qualifications and predilections of the members of its staff. The account that follows refers to the procedures adopted by some of the best qualified and most farsighted of those responsible for the training of teachers.
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Alfred Yates, formerly Senior Research Officer at the National Foundation for Educational Research, is at present Senior Tutor in the Departmen of Educational Studies at Oxford University. His educational writings includeAdmission to Grammar Schools, Grouping in Education, An Introduction to Educational Measurement (with D. A. Pidgeon), andThe Role of Research in Educational Change
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Yates, A. Introductory courses in research. Prospects in Education 1, 25–29 (1970). https://doi.org/10.1007/BF02354059
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DOI: https://doi.org/10.1007/BF02354059