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Recent reviews suggest that research can only provide teacher educators with food for thought, observational methods, and rationales for current practice. Although each of those contributions is valuable, research on teaching and teacher education can provide even more. It is inappropriate to turn research results into teaching prescriptions and teacher-testing systems, but research knowledge still can, and should, play a substantive, constructive role in teacher education.
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Stored only when both papers are in the corpus — 76 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.