Abstract:

This paper explores how evidence based practice can be created and utilized through a self sustaining partnership between researchers, teacher educators and teachers across the globe. Using a mixed methods approach, the study draws upon data collected from the Education Futures Collaboration (EFC), an educational charity, which has developed an international knowledge mobilization strategy called MESHGuides. Through the innovative use of technologies this initiative improves the link between research and practice by finding new and practical ways to improve the knowledge base for practitioners. Findings indicate that utilising web 2.0 tools to develop translational research through MESHGuides is significantly groundbreaking in its vision and scope with respect to practitioners accessing and building the knowledge base of the teaching profession internationally and strengthening the link between researchers and practitioners, thereby increasing the impact of research in education.

Of importance to educational researchers, teacher educators and teachers, MESHGuides is unique in that it offers an integrated forum for qualitative research that empowers all educational researchers, teacher educators and teachers, to progress their own practice and improve the learning outcomes of the students they work with through a shared community of inquiry.

Keywords:

Evidence based practice, researcher practitioners, professional development, innovative technologies.