Michael Beveridge

Some implications for professional training

Summary The research basis of education has recently come under scrutiny: whether teachers systematically extend, revisit and shape what they do on the basis of a cumulative body of evidence. As part of a Leverhulme‐funded strategic review, the current study has addressed the potential role of educational psychologists (EPs) in contributing to educational research, and the kind of future training and support the profession will require. The findings of this study are considered to be especially relevant to the components of doctoral programmes for initial and post‐professional training.