“…That is, schools and teachers need to become research engaged and can be considered engaged if their practices, particularly their teaching, are ‘influenced by robust research’ (Coldwell et al, 2017: 5). While being far from exhausted as an area of research in and of itself, the relationship between research and practice in education generally and teacher education specifically has been explored in France, the Netherlands, Finland, Russia, Canada, and Brazil, to name a few (see Flores, 2018; Hökkä and Eteläpelto, 2014; Lapostolle and Chevaillier, 2011; Marcondes et al, 2017; Snoek et al, 2017; Valeeva and Gafurov, 2017; Van Nuland, 2011). This position has permeated scholarship in the fields of PE and adapted PE, where the planning and implementation of pedagogical practices that are based on scientific evidence have gained support as a common-sense ideal that can improve the education of disabled and nondisabled students (Bouffard and Reid, 2012; Hutzler, 2011, 2020; Jin and Yun, 2010).…”