... because of self-imposed constraints render it too narrow to serve as a foundation for practice. Much research is esoteric, or too general, seen as irrelevant by most practitioners. As Hopkins maintained: 'The traditional approach to educational research is not of much use to teachers ..... (Teachers and researchers) live in different intellectual worlds and so their meanings rarely connect.' (Hopkins, 2002: 37) Clarke (1995) proposed specific solutions, advocating that research should offer information, inspiration, vision and support. He argued that if research is carefully designed, findings are shared and practitioners are involved, teachers can use research to obtain information to evaluate local and specific questions. They should find inspiration to improve pedagogy. They might view that which is familiar in a new light through investigations of models, concepts and theories. These arguments echo Stenhouse (1981) who called for researchers to justify themselves to teachers whom he proposed should be at the forefront of ...

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