Previous studies have revealed some ambiguity regarding the role of research in teacher education and teachers 'use of research in their profession. In view of this, a research project was started in 2019 with the aim of developing a connection between research and practice through a popular scientific approach. Student teachers create video…

This paper demonstrates how the research-practice nexus may be strengthened in higher education by harnessing the conceptual ideas and key findings of a special issue to engage private and public organisations as partners to organise a regional workshop that is followed up by a suite of activities for teacher education institutions and their…

Educational researchers and policy-makers are now expected by funding agencies and their institutions to innovate the multi-directional ways in which our production of knowledge can impact the classrooms of teachers (practitioners), while also integrating their experiential knowledge into the landscape of our research. In this article, we draw on…

Educational scholars often describe a research/practice divide. Similarly, students in teacher education programs often struggle to navigate the differences between university coursework and expectations they face in field-based placements. This self-study analyzes one researcher's attempt to address the research/practice divide from the position…

This article presents a framework for establishing inquiry as a foundation of a teacher education program to help prospective and practicing teachers view inquiry not as a project but as a stance. Cochran-Smith and Lytle (2009) assert that "working from an inquiry stance involves a continual process of making current arrangements problematic,…

Despite clear evidence that formative assessment creates vantage points throughout the teaching-learning cycle for both teachers and students, research suggests that teachers are not taking advantage of the full cadre of formative assessment strategies available to them--particularly those that have been associated with improved student learning…

Learning to teach well is a complex task. Teacher-educators have a significant role to play in enabling students to reflect critically and analyse their own practice. However, there is a danger, as a result of funding pressures and other contrary factors, that many institutions that provide teacher education will become separated from their…

Explores the relationship between theory and practice in education, discusses the characteristics of the different types of rationality, that is, episteme (scientific understanding) versus phronesis (practical wisdom), and examines the consequences for teacher education of the shift from episteme to phronesis. A revaluation of practical knowledge…

The article argues that collective learning plays an important role in the practice of teacher research, which has not yet been adequately dealt with in its theory. Lave & Wenger's (1991) theory of "Situated Learning" is examined as an example for a conceptualisation of collective learning. In the concluding section, some provisions for "learning…

The 13 papers in this collection, which served as the basis for policy recommendations in "What Matters Most," a major report of the National Commission on Teaching and America's Future, synthesize important research in the fields of teaching and teacher education. Emphasized throughout is the importance of a significant and sustained…

Discusses the conflicting roles of practitioners and academics in the improvement of teaching practice, focusing on the need for closer relations between teachers and teacher educators and the effectiveness of action research in bridging the gap. Also discusses the role of the practitioner and ordinary knowledge in the improvement of teaching…

The three-fold mission of facilitating and supporting teaching, research, and outreach activities has guided the actions of university-based child development laboratory programs since their inception. In recent years, campuses have reconsidered, reconceptualized, and restructured the ways in which these laboratory programs fit within the agendas…

Argues for more research into teacher education to form a basis for development of policy and practice. Identifies research networks related to teacher education in Europe. Provides an example of how teacher education research might contribute to practice: a study of different types of learning experience among student teachers and different types…

This article discusses the need to connect research and policy in the education of children and youth with autism spectrum disorders. It considers issues related to selecting and implementing use of research and evidence-based practices and the need for appropriately trained educational professionals. (Contains references.) (Author/DB)

Contrasts traditional professional development and a teacher-as-researcher project implemented at the Saint Francis de Sales School for the Deaf. Discusses ways the project influenced the professional development of teachers, the effects on the school community of group collaboration among diverse professional staff, support mechanisms required,…