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

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 Madalinska-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.

Table of Contents:
Preface List of Figures and Tables Notes on Contributors Enhancing the Value of Teacher Education Research: Introduction and Key Messages  Vasileios Symeonidis PART 1: The Role and Value of Research in Teacher Education 1 Evidence-Based, Evidence-Informed or Evidence-Ignored Teacher Education? The Role of Research in Teacher Education  Kari Smith 2 Research-Based Teacher Education: A Finnish Perspective  Mirjamaija Mikkilä-Erdmann, Heikkilä Mirva, Iiskala Tuike and Warinowski Anu 3 A Critical Realist Perspective on Teacher Education Research  Michalis Christodoulou 4 Different Practical Experiences – Different Views? An Analysis of the Views of Future Teachers in Austria on Research Needs in Response to the Covid-19 Pandemic  Ricarda Derler, Lisa-Maria Lembacher and Heike Wendt 5 Research and Practice in the Professional Development of School-Based Teacher Educators (SBTEs): Comparative Insights from the International Forum for Teacher Educator Development (InFo-TED) 2021 SBTE Survey  Gerry Czerniawski, Yvonne Bain, Maria Assunção Flores, Ainat Guberman, Helma Oolbekkink-Marchand and Vasileios Symeonidis PART 2: The Value of Research on Teacher Education: Informing Policy 6 Drawing on Large-Scale Studies to Examine the Contribution of Teacher Quality to Student Learning: A Critical Reflection on the Literature  Charalambos Y. Charalambous 7 A National Programme for Improving the Quality of Teacher Education: The German “Qualitätsoffensive Lehrerbildung” and the Quest for Institutionalisation of Teacher Education  Herbert Altrichter, Julia Tölle and Jan Morgenstern 8 The European Union Erasmus+ Teacher Academies Action: Complementing and Supplementing European Teacher Education and Teacher Education Research?  Conor Galvin, Joanna Madalinska-Michalak and Elena Revyakina 9 Weaving Practice, Research and Policymaking into Teachers’ Preparation and Induction in Israel  Ainat Guberman, Jonathan Mendels, Rinat Arviv-Elyashiv, Tali Berglas-Shapiro, Ilanit Avraham and Hagit Mishkin PART 3: The Value of Research for Teacher Education: Improving Practice 10 Professionalisation through Research? Phenomenological Vignettes as an Innovative Professionalisation Tool in (Teacher) Education  Evi Agostini, Stephanie Mian, Nazime Öztürk and Cinzia Zadra 11 Making Research Relevant for Future Teachers: Fostering a Problem-Solving Research Model in Initial Teacher Education  Fjolla Kaçaniku 12 The Potential of Action Research to Support Positive Attitudes toward Inclusive Education in Initial Teacher Education  Katrin Poom-Valickis and Triin Ulla 13 Bridging Research and Practice in Teacher Education: Creating a Conversational Community to Support Curriculum Development in Teacher Education  Ina Cijvat, Marco Snoek and Aziza Mayo 14 Developing Research Literacy in Language Teacher Education: A ‘Buddy Project’ on Written Corrective Feedback (WCF)  Ulla Fürstenberg Index