AbstractOver recent decades there have been major changes in the way educational research is viewed and the methods used to carry out research. Qualitative approaches have developed alongside previously dominant quantitative approaches. Recent research in teacher education has come closer to addressing the central issue of the impact of teachers' beliefs and practices upon their students' achievement. Nevertheless, there are tensions when drawing teachers themselves into research activity. Possible topics for future research are identified, showing gaps that still exist in the general body of knowledge on teacher education. The lack of a clear body of knowledge makes teacher educators vulnerable participants in the politics of teacher education.
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