The development of teacher research as a form of developing teacher pedagogical practice

Although attention to research competence in teacher education curric - ula has increased, we are still faced with concerns over the lack of research cul - ture in schools and the fact that teachers hardly ever use the results of scientific research to improve their practice (Van der Linden et al., 2015). In the last two decades, researchers have thoroughly studied the concept of research-based teacher education, which has included both training teachers as researchers and teacher educators engaging in integrating research evidence into their teaching. The topic of teacher as researcher – also known as practitioner research – has become an important concept in academic research and it is thus crucial to examine how the debate around this concept has evolved and how this research agenda will advance further