Looking at ‘both sides’ of teacher education research and policy-making: insights for the teacher education research community
White, Simone 2016. Looking at ‘both sides’ of teacher education research and policy-making: insights for the teacher education research community. Research in Teacher Education. 6 (1), pp. 41-46.
Teacher education researchers appear generally not well equipped to maximise a range of dissemination strategies, and remain largely separated from the policy implications of their research. How teacher education researchers address this issue and communicate their research to a wider public audience is more important than ever to consider within a global political discourse where teacher education researchers appear frustrated that their findings should, but do not, make a difference; and where the research they produce is often marginalised. This paper seeks to disrupt the widening gap between teacher education researchers and policy-makers by looking at the issue from ‘both sides’. The paper examines policy–research tensions and the critique of teacher education researchers and then outlines some of the key findings from an Australian policy-maker study. Recommendations are offered as a way for teacher education researchers to begin to mobilise a new set of generative strategies to draw from.
|Journal||Research in Teacher Education|
|Research in Teacher Education|
|Journal citation||6 (1), pp. 41-46|
|Publisher||University of East London, Cass School of Education and Communities|
|Digital Object Identifier (DOI)||doi:10.15123/PUB.5097|
|Web address (URL)||https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education|
|Publication process dates|
|Deposited||05 Jul 2016|
|Copyright information||© 2016 The author|
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