-Offers an important and timely contribution to the research on
practical theorising in teacher education, which acknowledges the
importance of experience and reflective practice but embraces the
essential need for teachers to engage with evidence from research.
-Explores both the challenges and opportunities presented by
practical theorising, and the tensions introduced by performance
culture in education, giving educators a range of tools to help
navigate these demands and challenges. -Includes perspectives from
university-based and school-based teacher educators, showing how
the process of practical theorising has been supported across a
range of different programs and formats.
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