Conclusion

We started this book by stating our intention to challenge the narrow relationship between research and practice in teacher education and professional development, which has dominated policy and practice in recent years. We hope that a book written by authors with diverse teaching and research backgrounds offers multiple perspectives on how research can more meaningfully inform educational practice.

We are confident that this diversity is reflected in the range of issues our authors have focused on, from novice teacher identity and professional dilemmas to ethical research, sustainability, and pupil participation in research. We are arguing for a deeper, more critical, and ethical orientation to educational inquiry. Our challenge to simplistic ‘cause and effect’ models of evidence used in policy is to show that richer, practice-sensitive approaches can better support adaptive teaching and curriculum innovation, while reinforcing teachers’ autonomy and critical engagement.