Research is widely acknowledged as a key element of professional learning for intending and serving teachers, as well as for their teacher educators. And yet, despite this centrality, research in teacher education is often subjected to critique and contestation. Internationally, the quality of such research has been questioned, and there are on-going issues about when, how and why teacher educators and teachers (can) engage in research. Initiatives to build research capacity in teacher education thus remain of crucial importance. Here we focus on this issue, aiming to analyse how to strengthen the field of teacher education locally and internationally. We first set out a conceptual framework for considering capacity building, and then analyse three international examples of practice in teacher education research: the Norwegian Doctoral School (NAFOL); the use of self-study research in Belgium (Flanders); and the Teacher Education Research Network (TERN), a social practices initiative in England. The contextualised analysis of these local capacity-building initiatives exemplifies what factors influence their enactments and outcomes and, in so doing, also inform a more ‘glocal’ understanding of how to build research capacity in and on teacher education. From this follows our overall question: what can be learned from these cases about how to build research capacity in and on teacher education?
Research capacity building in and on teacher education: developing practice and learning
