Abstract

In RI 154, Cat Scutt highlighted her perspective that ‘evidence-engagement has, arguably, gone mainstream’ (2023, p. 22). Research on promising interventions is more accessible than ever before, thanks to the growth in organisations that generate, curate and promote evidence in education research, such as the Education Endowment Foundation, BERA and the Chartered College of Teachers. This creates a continual need to support teachers to engage critically with evidence and make appropriate changes to their practice. Building this kind of research capacity (Siddiqui & Wardle, 2020) in initial teacher training (ITT) is the logical first step in cultivating research literacy throughout the teacher professional development process.