Pedagogical fields can be described as discursive spaces in which actors in policy, research, training and practice exert influence over the forms of pedagogy applied in a specific context. The European pedagogical field is an emerging entity which complements national pedagogical fields by providing a space for practitioner-researcher interaction freed from the constraints of national policy agendas. The entry of S-TEAM as a large collaborative project into this European field is significant because it will provide both the critical mass (16 countries, 26 institutions, over 100 staff) and the evidence base to change the nature of the field. As the previous contributions indicate, there are many considerations involved in designing research indicators and instruments. The underlying principle within S-TEAM should be that indicators are not merely the means of measuring ongoing processes, but should themselves contribute to the aims and objectives of the project by stimulating reflection, signalling the emergence of innovative practices and manouevering the relevant actors into positions where they can make useful contributions to the future of European science education and science teacher education.