Supporting early career teacher (ECT) research literacy is essential in promoting research-integrated professional practice, however it remains an area in much need of development. This article discusses the importance and process of developing ECTs’ research literacy, through establishing strong collaborative links between universities and practising teachers in schools. It is located within an English policy and educational context in which the role of higher education and schools in teacher education has been substantially altered in recent times. Two programmes, the NQT and Beyond and Developing Resilience in Learning and Teaching, are used to illustrate how ECTs can actively engage in and with research as they enter the teaching profession, and thus develop their research literacy. The design principles of these projects are used to demonstrate the potential of how a research-informed pedagogical framework based on the Personal Learning Styles Pedagogy, aspects of self-regulation and resilience, can facilitate research-informed learning and teaching. In supporting ECTs’ research literacy, universities, in collaboration with schools, play an important role in supporting the sustainability of research and in enabling teachers to connect their own practice with the broader body of research knowledge. Teacher and pupil ownership of research is crucial in developing research-integrated learning.

This paper draws on the meta-theory of Critical Realism providing a theoretical basis for the pedagogical approach of Socio-Scientific Inquiry-Based Learning (SSIBL) in supporting Education for Environmental Citizenship (EEC). We argue that while there are different configurations of EEC, inducting citizens in decision-making needs satisfies the following criteria: (a) relevant transdisciplinary knowledge, (b) a values orientation toward both the complexity of, and the necessity for, a sustainable world and (c) a confidence for, and commitment to, socio-political action at individual and collective levels. In order to provide a rich perspective about how SSIBL has been operationalized in various national contexts through specific teacher professional development, we present four cases purposefully selected as exemplars from different European countries (the Netherlands, Spain, the UK and Cyprus). The four cases provide powerful scenarios to discuss different ways in which the SSIBL approach can be implemented in teacher education to meet the criteria identified and, thus, promote informed and responsible action in relation to socio-environmental issues. The whole picture shows a consistent theoretical foundation and interesting opportunities for teacher education, as a relevant strategy to prepare teachers in taking risks and integrating SSIBL within school curricula to foster environmental citizenship.

Students have been reported to have stereotypical views of scientists as middle-aged white men in lab coats. We argue that a way to provide students with a more realistic view of scientists and their work is to provide them with the opportunity to interact with scientists during short, discussion-based sessions. For that reason, 20 scientists from 8 professional areas were asked to share their experiences of becoming and being a scientist, in short sessions with groups of 7–8 students. The student sample consisted of 223 students between 13 and 15 years. Student and scientist questionnaires were used before and after the sessions to assess students’ views of scientists and their work, and scientists’ experiences of interacting with students. The pre-session questionnaires revealed that students considered scientists as ‘boring’ and ‘nerdy’ whereas after the sessions students focused extensively on how ‘normal’ the scientists appeared to be. The face-to-face interactions with scientists allowed students to view scientists as approachable and normal people, and to begin to understand the range of scientific areas and careers that exist. Scientists viewed the scientist–student interactions as a vehicle for science communication. Implications discussed include the need for future training courses to focus on developing science communicators’ questioning and interaction skills for effective interactions with students.

Adolescence is a critical time point in the lifecourse. LifeLab is an educational intervention engaging adolescents in understanding Developmental Origins of Health and Disease (DOHaD) concepts and the impact of the early life environment on future health, benefitting both their long-term health and that of the next generation. We aimed to assess whether engaging adolescents with DOHaD concepts improves scientific literacy and whether engagement alone improves health behaviours.Six schools were randomized, three to intervention and three to control. Outcome measures were changed in knowledge, and intended and actual behaviour in relation to diet and lifestyle. A total of 333 students completed baseline and follow-up questionnaires. At 12 months, intervention students showed greater understanding of DOHaD concepts. No sustained changes in behaviours were identified.Adolescents’ engagement with DOHaD concepts can be improved and maintained over 12 months. Such engagement does not itself translate into behaviour change. The intervention has consequently been revised to include additional components beyond engagement alone.