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This paper acknowledges and refers to the recent online release and updating of the Teacher Education Group (TEG) bibliography. It offers a brief summary of how and why it was felt necessary to create the resource, what it covers and how it can be used. Broader issues of what skills and prior understanding a naive user of its various search facilities might need are raised. It is suggested that additional pedagogically focused tools will need to be developed and suggests what these might be. Finally the paper argues that for the Bibliography to be used more widely, further development work will be needed, focused around the provision of user tools and support materials. (Contains 6 tables.)

The need for capacity-building in teacher education in the UK has been raised as a serious issue by a number of commentators. Tensions about the place of research in teacher education have persisted for many decades, but following changes to the core funding mechanisms in the UK, the maintenance of education research bases within many universities has become increasingly tenuous. This paper provides an analytical account of an initiative conducted by the Teacher Education Group (TEG) to build research capacity in teacher education. With reference to a review of the national contexts for research in the UK and research on teacher educators, the article argues that, in order to build research capacity initiatives we need to provide motivation and new types of networking opportunities for researchers, as well as developing their expertise. In developing this argument, the article also explores the relationships between national policy changes, institutional research cultures and individual habitus and agency in research capacity-building. The paper also describes a new initiative in England, the Teacher Education Research Network (TERN).

This article discusses the first stages of the work of the Teacher Education Group (TEG) in building research capacity in teacher education research and identifies the potential of the model adopted for future European initiatives in the field. The TEG work is part of the second phase of the Teaching and Learning Research Programme (TLRP), based on an embedded social practices model of research capacity building. The article opens by outlining the broad context of research capacity building initiatives and identifying general factors which create concerns about the sustainability of teacher education research in the United Kingdom. It then describes the initial impetus, within the TEG, for the creation of an up-to-date annotated mapping of current research in teacher education and outlines the practices used to generate the model used for the mapping. In conclusion, the article discusses some of the methodological, ethical and epistemological issues raised by the mapping exercise and the challenges ahead in disseminating and embedding the initiative. (Contains 3 notes.)

Evaluated the literacy and numeracy skills tests currently required for entry into teaching in England. Interviews with students, teachers, administrators, and other stakeholders indicated that teachers and student teachers were frustrated and stressed by the requirement. Institutions varied in their approaches to testing. Testing imposed a huge strain on institutional resources. Many respondents expressed concern about test reliability and validity. (SM)

Discusses the United Kingdom's current situation with teacher education, focusing on the teacher supply and demand crisis and responses from governmental and other quarters. The paper suggests that responses fail seriously to consider quality in teaching. It outlines principles and structure for ensuring continued maintenance and development of teaching quality. (SM)