Research for policy and practice in teacher education: The case of the Professional Practice Schools research project
This article starts from an acknowledgement of the complexity of connecting research, policy, and practice in teacher education. Using the framework of a practice architecture, the article explores how researchers, policy-makers and teacher educators experienced a particular research project aimed at exploring the conditions for the establishment of Professional Practice schools in South Africa. The discussion highlights the importance of seeing policy work as action-oriented inquiry, where the experiences of those directly involved in a policy are taken into central consideration. Enabling and constraining factors in supporting positive interconnections in this case study are outlined. The article ends by offering a hopeful view on conditions of possibility for further engagement between different sectors in the research-policy-practice nexus.
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