Assessing the impact of virtual school visits in initial teacher education

INTERVENTION: The study comprises two parallel strands: a randomized control trial and a mixed‐methods process evaluation, with interconnected objectives. Randomized control trial: The trial will use a parallel crossover design. Participants will be individually randomly assigned to two parallel arms, or groups. Each group will undergo an equivalent intervention experience overall, although at different timepoints; one will participate in the virtual school visit for ITaP 3 (i.e. the third round of ITaP in their ITE year), while the other will take part in an in‐person visit for ITaP 3. After the initial phase, the groups will cross over to experience the alternative mode of delivery in the subsequent phase. This means that individuals who had a virtual school visit in ITaP 3 will have an in‐person visit for ITaP 4 (i.e. the fourth round of ITaP in their ITE year), and vice versa. Mixed‐methods process evaluation: The mixed‐methods process evaluation will aim to build theory about how a school visit works to achieve the aims of ITaP and to understand mechanisms of impact for virtual and in‐person delivery in achieving these aims. An estimated 12 trainees will participate in individual semi‐structured interviews. Trainees for the individual interviews will be sampled purposively with the support of regional NIoT ITE programme leads, aiming for a diverse representation, considering various characteristics such as age, gender, engagement levels in the ITE programme, fee‐paying vs. salaried routes, and SEND status. The two modalities for delivering the school visit days constitute the two distinct interventions: the in‐person school visit, and the virtual CONDITION: Intensive training and practice in Initial Teacher Education with two foci: Questioning and Scaffolding ; Not Applicable PRIMARY OUTCOME: ; 1. Grasp of evidence base is measured using two quizzes generated by the study team: one for questioning and one for scaffolding (attached – ‘Primary Outcome 1’). Assessment will take place at baseline and endline for ITaP 3, and again at baseline and endline for ITaP 4; 2. Ability to prepare and apply knowledge is assessed using responses to a total of six (3 for ITaP 3 and 3 for ITaP 4) digital approximations available on the Proxima platform. Assessment will take place at baseline and endline for ITaP 3, and again at baseline and endline for ITaP 4; 3. Self‐efficacy is measured using a self‐report scale adapted from Bandura’s (2006) Teacher Self‐Efficacy Scale. Assessment will take place at baseline and endline for ITaP 3, and again at baseline and endline for ITaP 4; SECONDARY OUTCOME: ; 1. Ability to prepare and apply knowledge is assessed using trainees’ lesson plans at baseline and endline for ITaP 3, and again at baseline and endline for ITaP 4; 2. Trainee perceptions are measured using 5‐point Likert scales to rate:; 2.1. How useful trainees found the school visits; 2.2. How useful they found ITaP as a whole as part of their training; Assessment will take place at endline for both ITaP 3 and ITaP 4; INCLUSION CRITERIA: Randomized control trial: 1. Participants undergoing initial teacher training at the National Institute of Teaching during the year 2023/24, pursuing a secondary specialism 2. Participants registered with and undertaking training either at the (i) North and West or (ii) South, East and London campus of the NIoT. Mixed‐methods process evaluation: 1. Trainees and NIoT staff participating in and delivering the ITaP programme across the North and West (N&W) and East, South, and London (SE&L) NIoT campuses Eligibility criteria for trainees participating in individual interviews: 1. Participation in the NIoT ITE programme at either N&W and SE&L campuses 2. Participation in the school visit days for both ITaP 3 & ITaP 4 Eligibility criteria for trainees participating in Focus Group Discussions (FGDs): 1. Participation in the NIoT ITE programme at either N&W and SE&L campuses 2. Partic