This article reports the results of in-depth interviews conducted with twelve teacher educators at a university school of education, after their participation in a year-long series of workshops. The workshops were designed to provide an opportunity for teacher educators to learn more
about reading and conducting research. Different views on the role of research in teaching and teacher education were reported in the interviews. These varied from seeing research as an integral part of teachers professional knowledge and/or practice, to seeing research as belonging to academia
and as separate from the field to seeing the world of schools and teachers as uncritical and even hostile to research. These variations were rooted in participants’ personal and career histories and their level of identification with the field or with the university.
Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.