Papers in this symposium address knowledge mobilization both conceptually and empirically. The discussion subsequent to individual presentations enables the development of a joint understanding of conceptualisations of knowledge mobilisation. Moreover, the discussion enables us to develop arguments as to how research on knowledge mobilisation can benefit schools and neighbouring educational institutions, and increase the effectiveness of educational research in schools (Cain, Wieser & Livingston 2016). Questions for discussion include: • How can we understand Knowledge Mobilisation and Research Utilisation from perspectives including supply-and-demand, knowledge transformation and boundary-crossing? • How can we understand the contribution of research-generated knowledge to the development of teachers’ professional identity? • What theories help us to understand the contribution of research-generated knowledge to teachers’ continuing professional development? • How can we understand the social factors which influence teachers’ take-up of research? • What theories might help useful critiques of Knowledge Mobilisation and Research Utilisation in education? The double symposium discussion examines Knowledge Mobilisation and Research Utilisation from these perspectives. With this discussion, we expect to develop insights that are capable of transcending national contexts and informing further empirical studies throughout Europe and beyond.

Cain, T., Wieser, C. and Livingston, K. (2016) Mobilising research knowledge for teaching and teacher education. European Journal Of Teacher Education, 39 (5).