Preparing teacher trainees for inclusive practice: A randomised-controlled trial of grouping strategies in ITE

Project overview

Inclusive education is a central priority in Initial Teacher Education (ITE) in England, yet teachers can face challenges implementing inclusive teaching effectively. A key aspect of inclusive practice involves how teachers group pupils in their classrooms to meet diverse pupil needs. Systemic factors such as national policies, accountability measures, increasing pupil diversity, school-wide grouping policies, stakeholder expectations and resource constraints significantly influence classroom practice. Given the complexity of these evolving demands, there is a pressing need to examine how ITE can best prepare trainees to make dynamic, context-specific grouping decisions that consider these broader influences. Whilst inclusion is a key policy focus (DfE, 2024; Ofsted, 2024; DfE, 2021), there is limited research as to the most evidence-informed ways to develop teachers' decision-making skills regarding effective grouping for inclusive practice within the classroom.

This study compares the impact of two training approaches to support ITE trainees in making informed, contextually responsive decisions that enhance inclusion and learning: a systems thinking approach ('Beyond the Classroom') that considers broader systemic factors influencing grouping decisions such as stakeholder expectations and school accountability measures, and a skills-based approach ('Within the Classroom') focused solely on flexible grouping strategies.

The study is expected to provide valuable insights into how different training approaches prepare trainee teachers to make informed, inclusive grouping decisions, helping ITE providers design more effective training that equips new teachers to navigate complex classroom dynamics. Findings will be shared through webinars and tailored outputs for ITE programme designers, school leaders and policy makers, ensuring the research informs future training and policy development.

Research aims

• To compare two different training approaches for inclusive grouping practice in ITE
• To explore how different training approaches influence trainee teachers' decisions on student grouping, examining key mechanisms, contextual factors and implications for future training design and delivery

Methodology

• Randomised controlled trial (RCT) with a mixed-methods implementation and process evaluation
• Surveys and scenario-based assessments at baseline, endline, and follow-up as trainees become Early Career Teachers
• Analyses will measure trainees’ ability to make principled grouping decisions, and to prepare for implementation of these, as well as self-efficacy, motivation, communication skills and reflexivity around inclusive practice
• Focus groups, interviews and observations with trainees and ITE staff

Project team

• Dr Lydia Lymperis, Research Fellow, NIoT
• Dr Roisin Ellison, Research Fellow, NIoT
• Emily Beach, Head of ITE Faculty, NIoT
• Tristan Clifton, Research Assistant, NIoT
• Dr Calum Davey, Executive Director of Research and Best Practice, NIoT
• Sophie Marshall, Research Assistant, NIoT
• Pip Sanderson, Director of Teacher Development, NIoT
• Dr Ellen Turner, Head of Evaluation and Observation Research, NIoT

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