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Using data from 20 interviews with experienced international teacher educators, it explores the kinds of research they pursue, how their research contributes to the field, and how they conceptualize these research forms. Guided by Bourdieu, findings highlight valued research capital within teacher education’s divergent terrain.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/insights-in-on-and-for-teacher-education-an-international-teacher-educator-study/594310/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/insights-in-on-and-for-teacher-education-an-international-teacher-educator-study/594310.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the paper on teacher education research?","Question",{"text":112,"@type":113},"The paper focuses on research “in, on and for” teacher education carried out by teacher educators and how its value and legitimacy are debated.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study data collected and from whom?",{"text":117,"@type":113},"It draws on 20 interviews with internationally experienced teacher educators, asking about the types of research they pursued and their role in the field.",{"name":119,"@type":110,"acceptedAnswer":120},"What conceptual framework informs the paper’s findings?",{"text":121,"@type":113},"The paper uses Bourdieu’s ideas to explain what constitutes valued research capital within the teacher education field and its occupational “clan” of university-based teacher educators.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594310,1792171824,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Insights In, On and For Teacher Education: An International Teacher  \nEducator Study  \nSimone White  \nRoyal Melbourne Institute of Technology  \nJean Murray  \nUniversity of East London, UK  \nA. Lin Goodwin  \nBoston College, USA  \nAbstract: Whilst the importance of research in teacher education is widely emphasised, debates continue about issues of value, legitimacy and contributions to the knowledge base. This paper aims to  \ncontribute to these debates by looking at research in, on and for teacher education, by teacher educators. Drawing from 20 interviews of international experienced teacher educators, questions were posed into the types of research they have pursued, how their research contributed to the field, and how they conceptualised research in/on and for teacher education. Drawing from Bourdieu, findings give  \ninsights into what constitutes valued research capital within the  \ndivergent field or territory of teacher education.  \nIntroduction  \nThe paper is written at a time of continuing intensified debates about the place and nature of research in programs for intending and serving teachers as well as what counts as research evidence in teacher education (White et al., 2018) . These debates swirl against repeated policy reform efforts in teacher education as many nations now see schooling – and consequently better educational outcomes, enhanced teacher performance and improved models of teacher education – as key to economic advancement. Such reforms have largely focused attention on pre-service teacher education, in particular. Historical analyses (Furlong, 2016; Furlong et al., 2013; Labaree, 2008) internationally show that in many ways this focus is not new: teacher education has long been a site where the discourses and practices about what it means to become and be a teacher are (re)produced and contested. Traditionally, the research field has been critiqued as multi-layered, divergent and often loosely framed (Rowan et al., 2015) .  \nThe recent systematic politicisation and regulation of teacher education across the world has focused more attention on teacher educators and their work (White, 2019), igniting debates about their practices in preparing new teachers, their research and positionality and identities in the field. There are constant references to an evidence base of research that teachers must use; the question, however, is what counts as evidence, whose evidence is being counted, and who decides? Teacher educators are often marginalised in these debates about the evidence base of teacher education research. The study reported in this paper has sought to address this issue and better understand teacher educators’ research and their contributions to the field.  \nTeacher Education as a Research Field  \nThe importance of research in teacher education to inform the development of teachers’ knowledge bases and practices, in the long-term interests of strengthening school systems and improving children’s education, is widely accepted (BERA-RSA, 2014; Cochran-Smith & Zeichner, 2005; White et al., 2021). It is part ofthe orthodoxy of teacher education that programs should be informed by robust research and that teachers should be research literate and able to analyse and critique research findings. Yet in a field marked by multiple, and sometimes divisive and contradictory, discourses and practices, it is inevitable that arguments continue about the types and purposes of that research, particularly focusing on issues of its status, value, legitimacy and contributions to the evidence and knowledge base of teacher education. The degree of teacher – and teacher educator – engagement in the active production of personal research is also contested, stressed as vital in many contexts but seen as less important in others (White et al., 2021). Longstanding debates have highlighted the Janus-faced nature of teacher educators’work as they are pulled between demands for excellence in both research and teaching (Smith &","cbCainXzDLzQHho5","https://ap.wps.com/l/cbCainXzDLzQHho5","pdf",223360,15,"English","# Abstract\n# Introduction\n# Teacher Education as a Research Field\n# Theoretical Framework","[{\"question\":\"What is the main focus of the paper on teacher education research?\",\"answer\":\"The paper focuses on research “in, on and for” teacher education carried out by teacher educators and how its value and legitimacy are debated.\"},{\"question\":\"How was the study data collected and from whom?\",\"answer\":\"It draws on 20 interviews with internationally experienced teacher educators, asking about the types of research they pursued and their role in the field.\"},{\"question\":\"What conceptual framework informs the paper’s findings?\",\"answer\":\"The paper uses Bourdieu’s ideas to explain what constitutes valued research capital within the teacher education field and its occupational “clan” of university-based teacher educators.\"}]","Insights In, On and For Teacher Education: An International Teacher Educator Study | PDF",1792078916,38]