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The practices of teaching and learning and assessment shape the inclusion and exclusion of vulnerable students from schooling. These practices inhabit territories that are claimed by those who align with particular disciplinary traditions. Such traditions typically influence perspectives, research and professional practices and directly affect how these students are understood and how they experience schooling. This paper draws upon research conducted in schools with teachers and other professionals over the past 15 years that focused on using evidence as a means of stimulating practitioner inquiry and collaboration as strategy for school development. Outcomes illustrate the potential of this approach for collaborative knowledge production and improvement in teaching and learning. Examples from this work highlight the challenges of facilitating genuine critique, and navigating boundaries that divide professionals to build collaboration in teacher education research. Consideration is given to the implications of using the approach for teacher education within policy contexts where accountability mechanisms dictate priorities for action.

DOI: 10.1007/978-3-319-54389-5_11

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