RITE – Research and Innovation in Teacher Education - is a collaborative community of practice comprising nine academics and two school leaders from professional practice. For RITE members, education is both a subject discipline and the focus of shared research interests. However, more than this, it is also a lifelong vocation, with members’ involvement in teacher education following years – and sometimes decades - of working in schools and other educational settings as successful educators and leaders.
RITE emerged from members’ shared beliefs regarding the fundamental role of education as an instrument of social change. Collectively, RITE provides an opportunity to develop innovative approaches to teacher education, supporting students to acquire essential knowledge and skills, alongside the secure professional identity needed to prepare them for their future employment and practice.
Central to the team’s success has been active partnership with students, with 19 students recruited to contribute to the action learning process that guides their collaborative practice. The team has also nurtured partnerships with teacher organisations regionally and nationally to influence transformative pedagogy, and action the democratisation of education through positioning students and wider stakeholders as active partners in co-developing provision, challenging perceptions of traditional hierarchies within university education.
RITE’s collaborative approach to problem-solving educational challenges came into its own during the Covid19 pandemic, ensuring teams of educators and students were able to work together to quickly understand and address challenges of remote learning (and staff isolation). Through collaborative working, the team has led the development of simulated learning, involving cross disciplinary and professional learning, and overseas partner institutions in Grenada, embedding this approach across programmes.
The simulation-based pedagogies developed by the team are highly valued by students, positively impacting on NSS and other measures, and influencing pedagogy and approaches to collaborative working across Northumbria. The team have also influenced teaching teams nationally through Advance HE, conference presentations, and publication, as well as their work to establish the National Simulation Network. They are extending their reach through collaborative publication involving team members and students, blogs and podcasts, through this also developing and sharing the team’s expertise in research and impact.