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Title: Collaboration between research and teaching communities : implications for teacher education, practice, and policy making
Authors: Arcidiacono, Francesco
Baucal, Aleksandar
Pavlovic Babic, Dragica
Budevac, Nevena
Blagdanic, Sanja
Keywords: Teachers -- Training of
Teaching -- Research
Teaching -- Methodology
Teaching teams
Issue Date: 2020-08
Publisher: University of Malta. Faculty of Education
Citation: Arcidiacono, F., Baucal, A., Pavlovic Babic, D., Budevac, N., & Blagdanic, S. (2020). Collaboration between research and teaching communities : implications for teacher education, practice, and policy making. Malta Review of Educational Research, 14(S), 1-12.
Abstract: In this paper, we aim to present the process of realization of a partnership between two professional communities in different countries devoted to supporting academic institutions in strengthening relationships between teacher education, educational research, and practice. Based on the current situation in the involved partners (academic institutions training pre-service and in-service teachers, school psychologists as well as researchers in psychology and education), we were facing the need to re-think how educational research, teacher education, and practice could be connected in a more useful and valuable way. In response to this, we tried to foster practiceled research activities in the partner institutions. Since the practice-led research approach is the hallmark of high-performing education systems, teachers, practitioners, and teacher educators need to research their practice, and young researchers should be prepared to foster carrying out practice-led research activities. Such an approach requires having capacities, motivation, confidence, and opportunities to do so. Consequently, the focus on practice-led research orientations needs to be modeled and sustained during the initial teacher education, but also in the context of training young researchers in educational sciences.
Appears in Collections:MRER, Volume 14, Supplement Issue
MRER, Volume 14, Supplement Issue

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