Beschreibung:
It has been argued that too much research is conducted for the 'world' of education research, and not enough for the 'village' of particular educational institutions like schools. In this edited book, the authors reflect on what it means for teachers to be engaged in and with educational research.
Introduction 1. Research capacity in initial teacher education: trends in joining the 'village' 2. Developing teachers' research capacity: the essential role of teacher education 3. Generating enabling conditions to strengthen a research-rich teaching profession: lessons from an Australian study 4. 'The village and the world': competing agendas in teacher research - professional autonomy, interpretational work and strategic compliance 5. Teachers' orientations to educational research and data in England and Australia: implications for teacher professionalism 6. Inquiry in the age of data: a commentary