Funded by the EnglishTeacher Development Agency for Schools (formerly the TTA), the Teacher Training Resource Bank is a project that was launched in March 2006 with the following aims: • To articulate and represent the professional knowledge bases that underpin teacher education • To increase the range and quality of resources available with ITE, especially video based resources. • To raise the profile of teacher training research and knowledge creation • To promote change by linking theory, debate and practice • To provide a personalised support service • To articulate and represent the professional knowledge bases that underpin teacher education This paper considers how useful this resource has been in developing novice teachers' use of evidence to inform teaching.

This paper considers national data on site usage with the Annual Survey of Newly Qualified teachers and case studies in order to examine what use is made of research by novice teachers and their teacher educators and what utility was reported from this use. The results are discussed in relation to enhanced model of knowledge management which have implications for the enhancement of teacher education. In addition the utility of quantitative data gathered using the google analytics audit tool is considered.

The annual Newly Qualified Teacher survey is taken every year by the Teacher Development Agency for Schools with a sample representing all pathways into teaching and focuses on areas of perceived confidence. Previously, areas dealing with Behaviour, Diversity and Citizenship have been identified as concerns, but to what extent are these ‘Catch 22’ elements and to what extent should they determine the preparation of novice teachers?