Douglas and Ellis (2011, p. 175) suggest that institutionally universities and schools are required to work with different conceptual tool-kits. Seeking to minimise the potential standoff between academic and practitioner knowledge, and, therefore, to enhance the learning of student teachers, means, they suggest, rethinking both the social relationships and the processes of abstracting knowledge from experience. Lingard and Renshaw (2010) advocate that all education practitioners, policy makers and teachers, should have a researcherly disposition, be interested in research and knowledge production and see themselves as participants in the field of educational research broadly defined.