500
Views
0
CrossRef citations to date
0
Altmetric
Article

Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners

Received 03 Jan 2024, Accepted 16 May 2024, Published online: 03 Jun 2024

references

  • Akkerman, S.F. and Bakker, A., 2011. Boundary crossing and boundary objects. Review of educational research, 81 (2), 132–169. doi:10.3102/0034654311404435
  • Armstrong, P.W., Brown, C., and Chapman, C.J., 2021. School‐to‐school collaboration in England: a configurative review of the empirical evidence. Review of education, 9 (1), 319–351. doi:10.1002/rev3.3248
  • BERA-RSA, 2014. Research and the teaching profession: building the capacity for a self-improving education system. Final report of the BERA-RSA inquiry into the role of research in teacher education [ online]. https://www.bera.ac.uk/wp-content/uploads/2013/12/BERA-RSA-Research-Teaching-Profession-FULL-REPORT-for-web.pdf.
  • Biesta, G., 2015. Improving education through research? From effectiveness, causality and technology to purpose, complexity and culture. Policy futures in education, 14 (2), 194–210. doi:10.1177/1478210315613900
  • Blausten, H. et al., 2020. Supporting Mathematics Teaching for Mastery in England. In: F. Reimers ed. Empowering teachers to build a better world. Springer briefs in education. Singapore: Springer. doi:10.1007/978-981-15-2137-9_2
  • Boylan, M., et al. 2023. Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review. Professional development in education, 49 (4), 1–19. doi:10.1080/19415257.2022.2162566
  • Brooks, C., 2021. Research capacity in initial teacher education: trends in joining the ‘village’. Teaching Education, 32 (1), 7–26. doi:10.1080/10476210.2020.1862077
  • Canipe, M.M. and Gunckel, K.L., 2020. Imagination, brokers, and boundary objects: interrupting the mentor–preservice teacher hierarchy when negotiating meanings. Journal of teacher education, 71 (1), 80–93. doi:10.1177/0022487119840660
  • Coburn, C.E. and Penuel, W.R., 2016. Research–practice partnerships in education: outcomes, dynamics, and open questions. Educational researcher, 45 (1), 48–54. doi:10.3102/0013189X16631750
  • Cochran-Smith, M., 2005. Teacher educators as researchers: multiple perspectives. Teaching and teacher education, 21 (2), 219–225. doi:10.1016/j.tate.2004.12.003
  • Coldwell, M., et al. 2017. Evidence-informed teaching: an evaluation of progress in England. Research report. Department for Education.
  • Daly, C., 2023. The National Institute of Teaching and the claim for programme legitimacy. In: V. Ellis ed. Teacher education in crisis: The state, the market and the universities in England. London: Bloomsbury, 149–162.
  • Darling-Hammond, L., 2020. Accountability in teacher education. Action in teacher education, 42 (1), 60–71. doi:10.1080/01626620.2019.1704464
  • Davidson, K.L. and Penuel, W.R., 2019. The role of brokers in sustaining partnership work in education. In: J. Malin,& C. Brown eds. The role of knowledge brokers in education. Abingdon: Routledge, 154–167.
  • Day, C. et al., 2021. School-university partnerships in action: the promise of change. Abingdon: Routledge.
  • Department for Education, 2022. Delivering world-class teacher development: policy paper [online]. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1076587/Delivering_world_class_teacher_development_policy_paper.PLf
  • Edovald, T. and Nevill, C., 2021. Working out what works: the case of the education endowment foundation in England. ECNU Review of Education, 4 (1), 46–64. doi:10.1177/2096531120913039
  • Ellis, V., et al. 2014. Academic work and proletarianisation: a study of higher education-based teacher educators. Teaching and teacher education, 40, 33–43. doi:10.1016/j.tate.2014.01.008
  • Ellis, V., 2023. After the crisis: towards teacher development 3.0. In: V. Ellis ed. Teacher education in crisis: The state, the market and the universities in England. London: Bloomsbury, 213–227.
  • Ellis, V. and McNicholl, J., 2015. Transforming teacher education: reconfiguring the academic work. London: Bloomsbury Publishing.
  • Engeström, Y., 2001. Expansive learning at work: toward an activity theoretical reconceptualization. Journal of education & work, 14 (1), 133–156. doi:10.1080/13639080020028747
  • Engeström, Y., Engeström, R., and Kärkkäinen, M., 1995. Polycontextuality and boundary crossing in expert cognition: learning and problem solving in complex work activities. Learning and instruction, 5 (4), 319–336. doi:10.1016/0959-4752(95)00021-6
  • Farley-Ripple, E.N., 2021. A new day for education research and practice. Phi Delta Kappan, 102 (7), 8–13. doi:10.1177/00317217211007331
  • Farley-Ripple, E.and Grajeda, S., 2019. Avenues of Influence. The role of knowledge brokers in education: Connecting the dots between research and practice. In: J. Malin and C. Brown, eds. The role of knowledge brokers in education. Abingdon: Routledge, 65–89.
  • Flores, M.A., 2023. Teacher education in times of crisis: enhancing or deprofessionalising the teaching profession? European journal of teacher education, 46 (2), 199–202. doi:10.1080/02619768.2023.2210410
  • French, A., Griffin, S., and Lambert, L., 2023. Teachers’ creative, critical, and agentic professional learning in liminal spaces. Professional development in education, 49 (4), 1–14. doi:10.1080/19415257.2023.2203171
  • Furlong, J., 2013. Education-an anatomy of the discipline: rescuing the university project? Abingdon: Routledge.
  • Georgiou, D., et al. 2023. Turning research evidence into teaching action: teacher educators’ attitudes toward evidence-based teaching. International journal of educational research open, 4, 100240. doi:10.1016/j.ijedro.2023.100240
  • Greany, T., et al. 2023. Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England. doi:10.1002/jdd.13151
  • Grossman, P. and Dean, C.G.P., 2019. Negotiating a common language and shared understanding about core practices: the case of discussion. Teaching and teacher education, 80, 157–166. doi:10.1016/j.tate.2019.01.009
  • Gu, Q. et al., 2021. The research schools programme in opportunity areas: investigating the impact of research schools in promoting better outcomes in schools. Evaluation report [online]. https://d2tic4wvo1iusb.cloudfront.net/documents/pages/OA-RS-Evaluation_Final-Report_October-2021.pdf.
  • Hagger, H. and McIntyre, D., 2006. Learning teaching from teachers: realising the potential of school-based teacher education. Maidenhead: McGraw-Hill Education (UK).
  • Hammersley, M., 1997. Educational research and teaching: a response to David Hargreaves’ TTA lecture. British educational research journal, 23 (2), 141–161. doi:10.1080/0141192970230203
  • Handscomb, G., Gu, Q., and Varley, M., 2014. School-university partnerships: fulfilling the potential: literature review [ online]. https://discovery.ucl.ac.uk/id/eprint/10065168/1/Handscomb_et_al_2014_schools_university_partnerships_literature_review_final.pdf.
  • Hartmann, U. and Decristan, J., 2018. Brokering activities and learning mechanisms at the boundary of educational research and school practice. Teaching and teacher education, 74, 114–124. doi:10.1016/j.tate.2018.04.016
  • Hordern, J. and Brooks, C., 2023. The core content framework and the ‘new science’ of educational research. Oxford review of education, 49 (6), 800–818.
  • Hulme, M., Meanwell, K., and Bryan, H., 2023. Between a rock and a hard place: leading university teacher education in England. Journal of further and higher education, 47 (10), 1–14. doi:10.1080/0309877X.2023.2248025
  • Innes, M., 2023. When policy intermediaries produce knowledge: a bourdieusian analysis of the education endowment foundation’s influence in a multi-academy trust. Journal of education policy, 39 (3), 1–18. doi:10.1080/02680939.2023.2212245
  • Jackson, A. and Burch, J., 2019. New directions for teacher education: Investigating school/university partnership in an increasingly school-based context. Professional development in education, 45 (1), 138–150. doi:10.1080/19415257.2018.1449002
  • Jones, M., et al. 2016. Successful university-school partnerships: an interpretive framework to inform partnership practice. Teaching and teacher education, 60, 108–120. doi:10.1016/j.tate.2016.08.006
  • Kennedy, A., 2014. Understanding continuing professional development: the need for theory to impact on policy and practice. Professional development in education, 40 (5), 688–697. doi:10.1080/19415257.2014.955122
  • Lefstein, A., Vedder-Weiss, D., and Segal, A., 2020. Relocating research on teacher learning: toward pedagogically productive talk. Educational researcher, 49 (5), 360–368. doi:10.3102/0013189X20922998
  • Lillejord, S. and Børte, K., 2016. Partnership in teacher education–a research mapping. European journal of teacher education, 39 (5), 550–563. doi:10.1080/02619768.2016.1252911
  • McIntyre, D., 2005. Bridging the gap between research and practice. Cambridge journal of education, 35 (3), 357–382. doi:10.1080/03057640500319065
  • McLaughlin, C. and Black-Hawkins, K., 2004. A schools-university research partnership: understandings, models and complexities. Journal of in-service education, 30 (2), 265–284. doi:10.1080/13674580400200319
  • Meyer, M., 2010. The rise of the knowledge broker. Science communication, 32 (1), 118–127. doi:10.1177/1075547009359797
  • Miles, M.B., Huberman, A.M., and Saldaña, J., 2020. Qualitative data analysis: a methods sourcebook. Thousand Oaks, CA: Sage.
  • Mutton, T., 2023. Initial teacher education: the problems and opportunities inherent in partnership working. In: I. Menter, ed. The Palgrave handbook of teacher education research. London: Palgrave Macmillan.
  • Nelson, J. and Campbell, C., 2017. Evidence-informed practice in education: meanings and applications. Educational research, 59 (2), 127–135. doi:10.1080/00131881.2017.1314115
  • Oancea, A. and Pring, R., 2008. The importance of being thorough: on systematic accumulations of ‘what works’ in education research. Journal of philosophy of education, 42, 15–39. doi:10.1111/j.1467-9752.2008.00633.x
  • OECD, 2018 Effective teacher policies: insights from PISA [ online]. https://read.oecd-ilibrary.org/education/effective-teacher-policies_9789264301603-en#page15
  • Rycroft‐Smith, L., 2022. Knowledge brokering to bridge the research‐practice gap in education: where are we now? Review of education, 10 (1), e3341. doi:10.1002/rev3.3341
  • Sachs, J., 2016. Teacher professionalism: why are we still talking about it? Teachers & teaching, 22 (4), 413–425. doi:10.1080/13540602.2015.1082732
  • Savage, G.C., 2020. The quest for revolution in Australian schooling policy. Abingdon: Routledge.
  • Sharples, J. and Sheard, M., 2015. Developing an evidence-informed support service for schools–reflections on a UK model. Evidence & policy, 11 (4), 577–587. doi:10.1332/174426415X14222958889404
  • Shavelson, R.J., 2020. Research on teaching and the education of teachers: brokering the gap. Beiträge zur Lehrerinnen-und Lehrerbildung, 38 (1), 37–53. doi:10.36950/bzl.38.1.2020.9310
  • Shepherd, J.P., 2014. How to achieve more effective services: the evidence ecosystem.
  • Shulman, L., 1987. Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57 (1), 1–23. doi:10.17763/haer.57.1.j463w79r56455411
  • Stake, R.E., 1995. The art of case study research. Thousand Oaks, CA: Sage.
  • Steadman, S. and Ellis, V., 2021. Teaching quality, social mobility and ‘opportunity’in England: the case of the teaching and leadership innovation fund. European journal of teacher education, 44 (3), 399–414. doi:10.1080/02619768.2021.1901078
  • Swennen, A., Jones, K., and Volman, M., 2010. Teacher educators: their identities, sub‐identities and implications for professional development. Professional development in education, 36 (1–2), 131–148. doi:10.1080/19415250903457893
  • Wenger, E., 1998. Communities of practice: learning, meaning, and identity. Cambridge: Cambridge University Press.
  • Wrigley, T., 2018. The power of ‘evidence’: reliable science or a set of blunt tools? British educational research journal, 44 (3), 359–376. doi:10.1002/berj.3338
  • Yin, R.K., 2014. Case study research: design and methods (applied social research methods). Thousand Oaks, CA: Sage Publications, 312.