Early career teachers’ research literacy: what does it look like and what elements support its development in practice?

This article reviews the effectiveness of two projects: NQT and Beyond; Developing Resilience in Learning and Teaching, and the underpinning conceptual framework (PLSP) in supporting early career teachers’ (ECTs’) development of their research literacy. Evidence of effective integration of research into practice is illustrated through reference to six articles each presenting an individual ECT project, alongside data from a total of 80 ECTs. Thematic analysis of ECTs products from the projects (critically reflective portfolios; resilience pedagogy implementation/analysis) identified three over-arching themes impacting ECTs’ research literacy. These inter-related themes included: (i) adequacy of the pedagogic/project design (i.e. authenticity, relevance, manageability, accessibility, tools to support critical reflection/self-evaluation; focused incremental feedback; modelling research through investigation of beliefs and values); (ii) self (i.e. readiness; energy to effect change; confidence in being able to apply ideas; willingness to act as a broker/change agent; ability to identify and make use of opportunities); (iii) self-in-context (i.e. time and space to effect change; opportunities to use ideas in real contexts; support from pupils, colleagues and senior management; access to a range of support networks). The importance of sustaining ECT research literacy and reconfiguring school–higher education partnerships to facilitate this are emphasised.