Abstract
Teacher education policy across the United Kingdom as a whole suffers from a lack of sustained and systematic research, both to inform its development and to evaluate its enactment, a point highlighted by Christie et al. (2012) in their report for the British Educational Research Association.
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Kennedy, A. (2017). Researching Teacher Education Policy: A Case Study from Scotland. In: Peters, M., Cowie, B., Menter, I. (eds) A Companion to Research in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-4075-7_38
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