Enhancing the Value of Teacher Education Research Implications for Policy and Practice

• Format: eBook
• Language: English
• Published: Brill 2024
• Subjects: action research; curriculum development; education research methodology; educational research; social sciences research; student learning; student teachers; teacher competences; teacher education policy; teacher education practice; teacher educators; teacher induction; teacher learning; teacher professional development; teacher quality and effectiveness; teacher researcher; thema EDItEUR::J Society and Social Sciences::JN Education; thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy; thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques
• Online Access: Open Access: DOAB: description of the publication; Open Access: DOAB, download the publication
• Physical Description: 1 online resource
• ISBN: 9789004689985; 9789004689992; 9789004690004
• Access: Open Access

This book invites us to critically reflect on the value of research in, on and for teacher education. It explores the nature and role of teacher education research and identifies ways to enhance its value for policy and practice. It gathers together studies that deploy a wide range of methodologies, including small-scale practitioner-focused research and large-scale empirical studies, considering the value of both approaches for the development of teacher education research that is meaningful for practice, but also valid and relevant for policy. The studies collected in this book were undertaken in different countries and put forward powerful messages for teacher education research in the 21st century. The ultimate objective is to contribute to the generation of a knowledge base for teacher education, identifying strategies and acknowledging challenges. The various arguments presented here can be utilised by teacher education policymakers, practitioners and researchers wishing to enhance the role of teacher education research in their own countries and contexts. Contributors are: Evi Agostini, Herbert Altrichter, Rinat Arviv, Ilanit Avraham, Tali Berglas-Shapiro, Yvonne Brain, Charalambos Charalambous, Michalis Christodoulou, Ina Cijvat, Gerry Czerniawski, Ricarda Derler, Maria A. Flores, Ulla Fürstenberg, Conor Galvin, Ainat Guberman, Mirva Heikkilä, Tuike Iiskala, Fjolla Kacaniku, Lisa-Maria Lembacher, Joanna Madalińska-Michalak, Aziza Mayo, Jonathan Mendels, Stephanie Mian, Mirjamaija Mikkilä-Erdmann, Hagit Mishkin, Jan Morgenstern, Helma Oolbekkink-Marchand, Nazime Öztürk, Katrin Poom-Valickis, Elena Revyakina, Kari Smith, Marco Snoek, Vasileios Symeonidis, Jullia Tölle, Triin Ulla, Anu Warinowski, Heike Wendt and Cinzia Zadra.