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How Can Research and Initial Teacher Education Institutions Support Research Use? OECD Education Policy Perspectives. No. 129

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Title: How Can Research and Initial Teacher Education Institutions Support Research Use? OECD Education Policy Perspectives. No. 129
Language: English
Authors: François Staring, Organisation for Economic Cooperation and Development (OECD) (France)
Source: OECD Publishing. 2025.
Availability: OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
Peer Reviewed: N
Page Count: 26
Publication Date: 2025
Document Type: Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Research, Preservice Teacher Education, Research Utilization, Evidence Based Practice, Knowledge Management, Interdisciplinary Approach, Foreign Countries, Higher Education
Geographic Terms: Netherlands, Poland, Norway, United Kingdom, Australia, Ireland, Estonia, Sweden, Finland
DOI: 10.1787/7a197444-en
Abstract: How can research and initial teacher education institutions become active drivers of evidence-informed policy and practice? Drawing on new data from the OECD's 2023 Survey of Knowledge Mobilisation and international research, this paper offers considerations and inspiring examples on how to strengthen the role of research and initial teacher education institutions in knowledge mobilisation. [This report was developed as part of the OECD's Evidence Web for Education (EWE) project, funded by the UniCredit Foundation.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED677590
Database: ERIC
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink><br /><searchLink fieldCode="DE" term="%22Poland%22">Poland</searchLink><br /><searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink><br /><searchLink fieldCode="DE" term="%22Estonia%22">Estonia</searchLink><br /><searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink><br /><searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink>
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  Data: 10.1787/7a197444-en
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  Data: How can research and initial teacher education institutions become active drivers of evidence-informed policy and practice? Drawing on new data from the OECD's 2023 Survey of Knowledge Mobilisation and international research, this paper offers considerations and inspiring examples on how to strengthen the role of research and initial teacher education institutions in knowledge mobilisation. [This report was developed as part of the OECD's Evidence Web for Education (EWE) project, funded by the UniCredit Foundation.]
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Research Utilization
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