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Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making IRN

IRN Start Date: February 1, 2014

The character and worth of teacher preparation is fiercely debated worldwide. While most nations rely on university-based teacher education, this approach is currently challenged by other models, many of which advocate for shorter or school-based training. Indeed a multitude of alternatives to traditional models of teacher preparation have emerged over the past decade across the world, yet without empirical support for their effectiveness. These changes are occurring rapidly and have important consequences for teacher quality and the future of the profession. Policies and initiatives that support these changes are based more on tradition, politics, ideology, and recently on business interests, than on research-based evidence. This WERA-IRN brings together education colleagues across different world-settings interested in pursuing context-driven collaborative historical, theoretical, and empirical work seeking to answer the elusive question about the conditions that best support initial teacher learning and to develop capacity to produce in-country research to back such conclusions.



Maria Teresa Tatto

Visiting Research Scholar

Oxford University, Department of Education 2013-2014

Assoc. Professor College of Education, Michigan State University

Principal Investigator IEA Teacher Education Study in Mathematics (TEDS-M)

Principal Investigator First Five Years of Teaching Study (FIRSTMATH)

116 E Erickson Hall, 620 Farm Lane

East Lansing, MI 48824, USA or


Ian Menter AcSS

Professor of Teacher Education Director of Professional Programmes

Department of Education University of Oxford 15 Norham Gardens Oxford OX2 6PY


Beatrice Avalos

Investigadora Asociada Centro de Investigación Avanzada en Educación,

Universidad de Chile

Periodista José Carrasco Tapia Nº 75, Santiago, Chile or


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