Australian Journal of Teacher Education
Abstract
This research is a response to the call for more effective practice based knowledge on ways to build inclusive cultures that assist the translation of research-to-practice. It reports on the factors identified in literature as being significant to the successful translation of research-to-practice and seeks to identify important sources of influence from an undergraduate teacher perspective.
By investigating a collaborative school system and university generated Special Education Immersion Project, specifically designed for undergraduate teachers, a number of factors are presented as contributors to the gap between research and practice. They include the importance of linkages between teacher preparation programs and the workplace, the length of projects, timely and relevant feedback with a congruence of purpose and positive professional relationships.
Recommended Citation
Grima-Farrell, C. R., Long, J., Bentley-Williams, R., & Laws, C. (2014). A School System and University Approach to Reducing the Research to Practice Gap in Teacher Education: A Collaborative Special Education Immersion Project. Australian Journal of Teacher Education, 39(5). https://doi.org/10.14221/ajte.2014v39n5.2
Included in
Special Education and Teaching Commons, Teacher Education and Professional Development Commons