Research for policy and practice in teacher education: The case of the Professional Practice Schools research project

Keywords: research for policy, teacher education, educational practice

Abstract

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.

Published
2021-03-30
Section
Research Articles