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020 |a 9789004689992 
020 |a 9789004690004 
020 |a 9789004689985 
100 1 |a Symeonidis, Vasileios 
245 0 0 |a Enhancing the Value of Teacher Education Research  |h Elektronische Ressource  |b Implications for Policy and Practice 
260 |b Brill  |c 2024 
653 |a teacher educators 
653 |a teacher education policy 
653 |a thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques 
653 |a teacher competences 
653 |a educational research 
653 |a social sciences research 
653 |a student learning 
653 |a teacher induction 
653 |a action research 
653 |a education research methodology 
653 |a teacher quality and effectiveness 
653 |a thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development 
653 |a thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy 
653 |a thema EDItEUR::J Society and Social Sciences::JN Education 
653 |a student teachers 
653 |a teacher researcher 
653 |a teacher learning 
653 |a curriculum development 
653 |a teacher professional development 
653 |a teacher education practice 
700 1 |a Symeonidis, Vasileios 
041 0 7 |a eng  |2 ISO 639-2 
989 |b DOAB  |a Directory of Open Access Books 
500 |a Creative Commons (cc), https://creativecommons.org/licenses/by/4.0 
024 8 |a 10.1163/9789004689992 
856 4 2 |u https://directory.doabooks.org/handle/20.500.12854/135549  |z DOAB: description of the publication 
856 4 0 |u https://library.oapen.org/bitstream/20.500.12657/88426/1/9789004689992.pdf  |7 0  |x Verlag  |3 Volltext 
082 0 |a 333 
082 0 |a 370 
082 0 |a 300 
520 |a This book invites us to critically reflect on the value of research in, on and for teacher education. It explores the nature and role of teacher education research and identifies ways to enhance its value for policy and practice. It gathers together studies that deploy a wide range of methodologies, including small-scale practitioner-focused research and large-scale empirical studies, considering the value of both approaches for the development of teacher education research that is meaningful for practice, but also valid and relevant for policy. The studies collected in this book were undertaken in different countries and put forward powerful messages for teacher education research in the 21st century. The ultimate objective is to contribute to the generation of a knowledge base for teacher education, identifying strategies and acknowledging challenges. The various arguments presented here can be utilised by teacher education policymakers, practitioners and researchers wishing to enhance the role of teacher education research in their own countries and contexts. Contributors are: Evi Agostini, Herbert Altrichter, Rinat Arviv, Ilanit Avraham, Tali Berglas-Shapiro, Yvonne Brain, Charalambos Charalambous, Michalis Christodoulou, Ina Cijvat, Gerry Czerniawski, Ricarda Derler, Maria A. Flores, Ulla Fürstenberg, Conor Galvin, Ainat Guberman, Mirva Heikkilä, Tuike Iiskala, Fjolla Kacaniku, Lisa-Maria Lembacher, Joanna Madalińska-Michalak, Aziza Mayo, Jonathan Mendels, Stephanie Mian, Mirjamaija Mikkilä-Erdmann, Hagit Mishkin, Jan Morgenstern, Helma Oolbekkink-Marchand, Nazime Öztürk, Katrin Poom-Valickis, Elena Revyakina, Kari Smith, Marco Snoek, Vasileios Symeonidis, Jullia Tölle, Triin Ulla, Anu Warinowski, Heike Wendt and Cinzia Zadra.