Presenting a “new” model for teacher education, the Carnegie Foundation for the Advancement of Teaching recently observed, reports Inside Higher Ed, what many K-12 reformers have known for years:

on-the-ground teachers and policy makers tend to see this research as intended for other researchers, and irrelevant to their own everyday work. He said this is probably because teacher education programs and some research activities are viewed, and many times conducted, as separate from each other.

I.e. — and hardly anyting new here — many teacher educators and researchers have long been serving themselves, not students.