This symposium will examine possible gaps between the knowledge and research of teacher educators as to what they are teaching, and the knowledge and research on pre-service or early career teachers as to what they learned or needed to learn during their initial teacher education/training. Examples from research at a national and local level across Europe and Australia are utilised to highlight and contrast differing policy agendas that influence concepts of requisite knowledge for teaching and consequent acquisition metholodogies.

The first paper national data on site usage with the Annual Survey of Newly Qualified teachers augemented by case studies in order to examine what use is made of research by novice teachers and their teacher educators and what utility was reported from this use. The second study is a longitudinal study using empirical methods, both quantitative and descriptive, to identify the components of effective teaching and to disaggregate those that can be identified as resulting from the pre-service teacher preparation undertaken. The development of instruments to record and scale observable teaching behaviours is a key aspect of the research. The third paper makes use of a qualitative and participatory methodology within curriculum workshops for teache education in a number of european countries.

For each of the papers in turn, the outcomes and findings are as follows: 1) A rationale and guidance for supporting novice teachers' engagement with evidence 2) the identification of characteristics of teacher preparation programs that result in effective teaching by graduates. 3) Illustrations of the utility of the process of deliberative enquiry arrising from data from the curriculum workshops