Making sense of research-based learning in teacher education

Angela Brew*, Constanze Saunders

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    36 Citations (Scopus)


    Research-based learning challenges teacher educators to rethink pedagogical strategies, particularly so in a context where views about the role of research in pre-service teachers' professional development are contested. The views of academics implementing a research-based learning course in teacher education are examined through qualitative semi-structured interviews in order to understand how learning autonomy is fostered. Variation was found in what teacher educators thought the course was intended to achieve and in their teaching strategies. The basis for pedagogical decision-making appeared to be their own research learning experiences. Implications for teacher education and for implementing research-based learning more generally are discussed.

    Original languageEnglish
    Article number102935
    Pages (from-to)1-11
    Number of pages11
    JournalTeaching and Teacher Education
    Publication statusPublished - Jan 2020


    • Autonomy
    • Innovation
    • Inquiry-based learning
    • Problem-based learning


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