Linking research and practice through teacher communities: A place where formal and practical knowledge meet?

Natalie Pareja Roblin, Bart Ormel, Susan McKenney, Joke Voogt, Jules Pieters

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    Abstract

    This study characterizes the links between research and practice across twelve projects concerned with the collaborative design of lesson plans by teacher communities. Analyses focused on sources of knowledge used to inform lesson design, participants’ roles, and knowledge generated by the teacher community. Three patterns emerged pertaining to the sources of knowledge informing lesson plans: design guided by formal and practical knowledge, by classroom-data and practical knowledge, or by a combination of all three. Findings further suggest that the emphasis given to the use of formal knowledge over classroom-data or vice-versa restrains the full accomplishment of research and practice links. Across the projects studied, university researchers contributed to linking research and practice by directly or indirectly supporting community activities. Surprisingly, the role of teachers in the generation and dissemination of formal knowledge was limited. Further research should explore the effects of collaboration within teacher communities on researchers and policy makers.
    Original languageEnglish
    Pages (from-to)183-203
    Number of pages21
    JournalEuropean Journal of Teacher Education
    Volume37
    Issue number2
    Early online date31 Jan 2014
    DOIs
    Publication statusPublished - 3 Apr 2014

    Keywords

    • research
    • practice
    • theory practice relationship
    • teacher knowledge
    • teacher researchers
    • research utilisation
    • teacher communities

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