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Explains how a selected group, the National Teacher Research Panel ensures that teachers influence the future of education research in Great Britain. Providing teachers perspective on proposals for new studies; Encouraging teachers to become involved in research work; Background of the group; Conducting a conference that showed how teachers can use research to improve their professional effectiveness.

Opinion. Comments on the inefficiency of teacher-training courses in Great Britain. Contradictions between theory and practice; Elimination of traditional theoretical content; De-professionalization of teaching.

The article offers education news briefs in Great Britain found at the magazine's online resource. Topics include the use of funding for disadvantaged pupils to meet other costs of schools, the exam board Edexcel's defence for a biology paper over student claims that the paper were lifted from an old exam, and the number of teachers who believe that primary assessment has a negative impact on their pupils. The evidence-based research as a key part of initial teacher training is also noted.

The article reports on the white paper of Great Britain Education Secretary Michael Gove that will introduce the biggest redevelopment in teacher training. It states that Gove is anticipated to uncover reforms to Bachelor of Education (BEd) and to Postgraduate Certificate in Education (PGCE) when he introduces his white paper as he search for better efficiencies, leaving away training from universities. However, teacher trainers have warned him on moving away training from higher education.

The article discusses the need of more professional teachers as markers following Great Britain government's educational reform measures through GCSE (General Certificate of Secondary Education) and A-level reform. It states high-quality markers are required to ensure papers are marked to the required standard in time which demands training to teachers and appropriate fees structure. It states Joint Council for Qualifications (JCQ) and exam boards doing the needful.

The article discusses potential scenarios for education with the British vote to leave the European Union (EU) (Brexit). Topics discussed include likelihood of schools White Paper that includes initial teacher training reform, multi-academy trust accountability metrics, and national funding formula being put on hold, likelihood of some policies like Year 7 resits being eliminated by the new Department for Education (DfE) secretary, and possible decline in EU-national staff.

The author relates her experience completing her Postgraduate Certificate in Education (PGCE) and student teaching in Great Britain. She notes that the most difficult aspect of the experience for her was paperwork management. She welcomed the challenges in managing students and their attitudes, she accepted the supervision of a senior teacher, and she survived the lesson planning and resources creation, but she was overwhelmed by the amount of paper and the challenges of filing it appropriately.

Reports the post-16 and vocational education of teacher training in Great Britain. Misconceptions of student teachers on the sixth-formers; Implication of post-16 training for assessment-led A-level curriculum; Retention of teachers on teaching vocational courses to meet Green Paper requirements.

Reports on the decision of the Teacher Training Agency in Great Britain to withdraw the information technology paper for trainee teachers.

Presents an abstract of a paper which argues the need to develop teachers in Great Britain to be delivered by a University of Nottingham professor at the `Re-Thinking UK Education: What Next?' international conference to be held in London, England on April 9-13, 1995. Traditional relationship between local education authorities and schools; Educational reform; Committed professionalism of teachers.

Discusses aspects of teacher training in Great Britain. White Paper report; Counterbalance of schools' privatization; Funding for extra teaching time; Entitlement of students and staff; Payment to schools by teacher training establishments; Need for teacher training charter; Concept of qualified status.