A narrative review of research-informed teaching practice in teacher education

This narrative review explores how scholarly literature conceptualizes and portrays research-informed teaching practice (RITP) within initial teacher education. Synthesizing 26 peer-reviewed articles, the analysis identified three central themes: the influence of teacher candidates’ beliefs and skills; the role of teacher education programs in integrating research and practice; and the value of collaborative, situated learning environments. The findings indicate that candidates often favour experience-based knowledge over academic research, hindered by cognitive biases and limited evaluative skills. Effective programs counter this by weaving inquiry across coursework and clinical experiences, using structured mentorship, and providing evidence-rich feedback. The review concludes that RITP remains a fragile accomplishment. Fostering a research-informed profession requires moving beyond isolated courses to embed disciplined inquiry throughout teacher preparation, making research a living resource rather than a distant authority.