Mind the gap
DOI :
https://doi.org/10.55393/babylonia.v3i.639Mots-clés :
evidence-based, teacher education, foreign language teaching, language educationRésumé
Although research offers valuable perspectives on educational practice, the transfer from findings to teaching is reportedly limited. This article explores reasons for this disparity and considers evidence-based teacher education in light of teacher learning. Drawing on personal experience as both teacher trainer and researcher, the author examines how research can be accessible by linking it to teacher inquiry and context, and argues for shifting focus from the perceived research-practice gap towards an approach that seeks to bridge teacher thinking, acting, and becoming.
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(c) Tous droits réservés Isabelle Udry 2025
Ce travail est disponible sous la licence Creative Commons Attribution 4.0 International .
