Search results for: Denmark
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This article describes how research-based knowledge was used in practice in an action research project which examined student dropout. The research was conducted as ‘research circles’ and involved systematic and organised cooperation between researchers and practitioners, in this case college teachers. Based on interviews with the teachers, the authors found that research-based knowledge was used in a variety of ways: as concepts for discussing real-world experiences, as confirmation of the teachers’ practical experiences, as a frame for understanding praxis, to inform action, to conduct research activities, and as a way of legitimising the importance of the practitioners’ performance in their daily work. The teachers used knowledge from previous research as well as that developed during the course of the project. However, findings indicated that research-based knowledge appeared to be more useful for talking about and understanding practice rather than guiding practical action. In order to deepen its impact on practitioners’ actions, researchers and practitioners should work together to translate research-based knowledge and theoretical concepts into practice and specify how practitioners can apply it when developing their actions. Therefore, action researchers should allocate time to the process of transforming research-based knowledge into practical actions – in co-operation with practitioners – as an integral part of their research project.
Updated: Jul. 14, 2021
In this article, the authors describe a pilot mentoring program which includes the under-representation of female researchers in senior academic positions by supporting early career development for young academics at two faculties at a Danish university. The authors analyze the benefits of mentoring to postdoc female researchers’ career, to the mentees, and to the higher education institution. The implementation of the structured mentoring program demonstrates a level of institutional support that helped strengthen self-confidence and individual development, and provided access to experienced researchers’ knowledge about career planning and integration in the research environment.
Updated: Aug. 08, 2017
Thie goal of ths research project is two fold: first, this research aims at finding out how teachers talk about creativity at a school community level, and what they recognise as creative acts among pupils at the primary and secondary levels. Second, the research project's purpose is to investigate the role played by teacher conceptions of creativity in relation to promoting the creativity of pupils. The participants in this study were 14 teachers who worked at both the primary and secondary levels in Denmark. The author claims that teachers should be creative themselves experiment with their teaching whenever appropriate and in such a way that demonstrates to pupils how to work creatively.
Updated: Oct. 10, 2012