Research-oriented school-engaged teacher education : the logic of practicing workplace-research education

![CDATA[Providing the teachers to educate the rising generation for the changing world is a challenge. Further, trying to imagine knowledge formation in nation-bound schooling and teacher education is a challenge. International students generate global flows of knowledge, thereby transforming themselves and others around them. This paper focuses on the deliberate use of the global flows of international students in higher education to boost knowledge rather than accumulate capital, specifically knowledge of Mandarin. This paper provides an account of alternative approach to researchbased teacher education, one that centres school engagement as a variation on the standard procedure of advanced teacher education. This paper arises from a study being conducted into enhancing the supervisory pedagogies for improving the educational research capabilities of international students. The program involves student teachers engaging in a collaborative research-oriented school-engaged teacher education project, involving cooperation from a team of educational researchers from the University of Western Sydney, officers of the NSW Department of Education and teachers and principals from schools in Western Sydney Region. The logic of practice includes three key components: (1) teaching and learning practice in NSW DET including professional learning, lesson preparation and classroom teaching; (2) research practice at the University of Western Sydney including research training, research writing and presentation, research methods and review of research literature; (3) integrating school teaching practice into research practice through sell-reflection. This paper seeks to provide a new perspective on research-based teacher education through incorporating reflective learning into the research process of students undertaking a Masters degree in educational research. This paper report on whether research-oriented, school-engaged teacher education succeeds in the education of reflective and pedagogically thinking professionals.]]