This article describes the educational innovation fairs (EIF), a large-scale collaborative action research initiative undertaken by an academic institution and the teacher-education department of a provincial government in India over a three-year period (2015 to 2017). The EIF initiative primarily sought to help teacher-educators in 26 sub-provincial teacher training institutes (STTIs) realize the potential of teacher-generated innovations to enrich the teacher training curriculum in the state-run schooling system. It required teacher-educators to identify and validate innovative teacher-generated work, that was then displayed for two days in a year in a public exhibition visited by a large number of teachers. Case studies of the displayed work were then sent to schools and used in teacher training programmes. The EIF experience indicates the importance of setting the political and academic context carefully if action research is to take off in the public education system. Second, the policy adaptation that is inevitable in such a system implies an understanding of the deviations that might be considered tolerable. Finally, the partners need to jointly reflect on and consciously plan their post-collaboration individual trajectories during the collaboration itself, for the outcomes of action research have to be embedded in an evolving research agenda aimed at continuous improvement.

中文翻译：

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与教师教育者对话，重视教师创新

本文介绍了教育创新博览会 (EIF)，这是一项由学术机构和印度省政府教师教育部门在三年期间（2015 年至 2017 年）开展的大规模协作行动研究计划。EIF 计划主要旨在帮助 26 个省级以下教师培训机构 (STTI) 的教师教育工作者实现教师创新的潜力，以丰富国营学校教育系统中的教师培训课程。它要求教师教育工作者识别和验证教师创作的创新作品，然后在一年中有两天在有大量教师参观的公共展览中展出。然后将展示作品的案例研究发送到学校并用于教师培训计划。EIF 的经验表明，如果行动研究要在公共教育系统中起飞，那么仔细设置政治和学术背景的重要性。其次，在这样的系统中不可避免的政策调整意味着对可能被认为可以容忍的偏差的理解。最后，合作伙伴需要在合作本身期间共同反思并有意识地计划他们合作后的个人轨迹，因为行动研究的结果必须嵌入到旨在持续改进的不断发展的研究议程中。