-Offers an important and timely contribution to the research on practical theorising in teacher education, which acknowledges the importance of experience and reflective practice but embraces the essential need for teachers to engage with evidence from research.

-Explores both the challenges and opportunities presented by practical theorising, and the tensions introduced by performance culture in education, giving educators a range of tools to help navigate these demands and challenges.

-Includes perspectives from university-based and school-based teacher educators, showing how the process of practical theorising has been supported across a range of different programs and formats.