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Abstract
The Forum section of Volume 7(3) of this journal featured a series of articles which examined, from a variety of perspectives, how various forms of research might contribute to sustaining curriculum and professional development in teacher education. What follows is not a comprehensive analytical review of these articles; rather, it develops an aspect of the contribution from Michael Garbutcheon Singh (1998) arguing that Singh makes a crucial point, namely the need to link developments in schools and teacher education with developments in the wider society, and that research agenda need rethinking in order to accommodate this.