How Can Research and Initial Teacher Education Institutions Support Research Use? OECD Education Policy Perspectives. No. 129
Overview & Synopsis
How can research and initial teacher education institutions become active drivers of evidence-informed policy and practice? Drawing on new data from the OECD's 2023 Survey of Knowledge Mobilisation and international research, this paper offers considerations and inspiring examples on how to strengthen the role of research and initial teacher education institutions in knowledge mobilisation. [This report was developed as part of the OECD's Evidence Web for Education (EWE) project, funded by the UniCredit Foundation.]
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Keyboard Shortcuts:
← / → for pages • + / - for zoom • 0 to fit width
Powered by Mozilla PDF.js v3.11
Document Information
| Document Title | How Can Research and Initial Teacher Education Institutions Support Research Use? OECD Education Policy Perspectives. No. 129 |
|---|---|
| Author / Organization | François Staring |
| Subject & Discipline | Educational Research, Preservice Teacher Education, Research Utilization |
| Categories | Education & Pedagogy |
| Publication Year | 2025 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-209434 |
| Original Source Link | Visit Source Page on eric.ed.gov » |