Looking at ‘both sides’ of teacher education research and policy-making: insights for the teacher education research community

Article


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. https://doi.org/10.15123/PUB.5097
AuthorsWhite, Simone
Abstract

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.

JournalResearch in Teacher Education
Research in Teacher Education
Journal citation6 (1), pp. 41-46
ISSN2046-1240
2047-3818
Year2016
PublisherUniversity of East London, Cass School of Education and Communities
Publisher's version
License
CC BY
Digital Object Identifier (DOI)https://doi.org/10.15123/PUB.5097
Web address (URL)https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education
Publication dates
PrintMay 2016
Publication process dates
Deposited05 Jul 2016
Copyright information© 2016 The author
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https://repository.uel.ac.uk/item/85140

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