Abstract
This paper presents a response to the challenge to produce a sector-wide plan to strengthen research-informed practice in UK initial teacher education. We affirm teaching as a profession underpinned by evidence-based knowledge and provide an accessible ?thinking tool? to enable teacher educators to interrogate and develop aspects of their existing practice in which research has been identified as having a significant bearing. This dynamic framework provides practical support for the development of high quality research-informed practice wherever teacher education occurs.
| Original language | English |
|---|---|
| Pages (from-to) | 66-69 |
| Number of pages | 4 |
| Journal | Impact |
| Volume | 5 |
| Publication status | Published (VoR) - Mar 2019 |