What does good teacher education research look like?

As editors of one of the few international journals that focus expressly on teacher educationresearch, we are, as a team, constantly facing the question of what we define and accept asgood 'teacher education' research. It might seem that we have fudged the issue somewhatin our informational 'Notes for contributors', by inviting submissions by authors of papers'covering all aspects of teacher education'. But this broad church approach intentionallyallows for a wide and varied focus that attempts to acknowledge and cope with the complexityof the area. Teacher education as a field is broad ' and it is seldom static or coherent,and so teacher education research must reflect this. Like educational research in general,teacher education research will always be of (and for) its time and it will be reported fromand for (at least) its own place ' 'historically contextual and nationally contextual' as LynYates said of education research more broadly in 2002.