Abstract
The unprecedented increase in what we know, coupled with the twenty-first century technically driven communication of information, poses an enormous challenge for teacher education. The generation of new knowledge as a result of research is important for all of a teacher’s areas of understanding, variously described by Dewey (1904), Bloom et al. (1956) and Shulman,(1987), about what qualities, abilities, skills, understandings and characteristics combine and interact to make an effective teacher. However, there is a long standing schism between the emergence of educational research and its informing of each of these knowledge bases and therefore an urgent need not just to bridge the gap, but also to make active connections between research, policy and practice expertise in order to improve outcomes for all learners.
DOI
10.1080/02607476.2015.1105534
Publication Date
2015-10-20
Publication Title
Journal of Education for Teaching
Volume
41
Issue
5
Publisher
Informa UK Limited
ISSN
1360-0540
Embargo Period
2024-11-19
First Page
460
Last Page
463
Recommended Citation
la Velle, L. (2015) 'Translational research and knowledge mobilisation in teacher education: towards a ‘clinical’, evidence-based profession?', Journal of Education for Teaching, 41(5), pp. 460-463. Informa UK Limited: Available at: https://doi.org/10.1080/02607476.2015.1105534
