In the debate about the quality of education and the professional development of teachers, there have been regular calls in recent years for the strengthening of educational research. For many years, there has also been criticism on the gap between educational research and educational practice (Lagemann 1997, 2000, Levin 2004, Broekkamp and Van Hout-Wolters 2006). Many teachers do not believe that educational research is something that can contribute to the quality of their performance (Fleming 1988, National Research Council 1999, Gore and Gitlin 2004).