Search results for: Theory practice relationship
Page 5/11 103 items
The paper addresses the widespread claim to make educational research more relevant for practitioners, policy makers, potential users and stakeholders, and proposes a problematisation of the notion of ‘useful knowledge’.
Updated: Apr. 25, 2013
This article provides a brief overview of Canadian pre-service teacher education. The article also outlines some issues and factors facing and influencing these teacher education programmes, such as declining school enrolment, the use and abuse of technology and social media, the theory–practice divide and accessibility to teacher education programmes.
Updated: Feb. 06, 2013
This article presents a theoretical framework for citizenship education grounded in historical, philosophical, theoretical, and practical experience foundations. This '4E framework' for citizenship education provides a way for educators to actualize goals for civic empowerment with their students. The 4E model proposes a four-part process for student learning: educate, equip, engage, and empower.
Updated: Dec. 19, 2012
Fifteen Years of Action Research as Professional Development: Seeking More Collaborative, Useful and Democratic Systems for Teachers
This article presents the experience of a group of teachers who have developed action research (AR) dynamics for 15 years aimed at their professional development and teaching practice improvement. The focus is first on the importance of AR, collaborative dynamics and theory and practice relationships for in‐service teacher training.
Updated: Nov. 26, 2012
How Do I Improve What I Am Doing as a Teacher, Teacher Educator and Action-Researcher through Reflection? A Learning Walk from Lleida to Winchester and Back Again
This paper aims to show the process of engaging with the question ‘How do I improve what I am doing as a teacher, teacher educator and action-researcher through reflection?’ The analysis of the students’ written assignments helped the author sees ‘living contradictions’ in-between her theoretical framework, her teaching and her researching practice. The paper shows that the author has more rhizomatic thought in her teaching than in her researching.
Updated: Oct. 29, 2012
This paper focuses on teachers’ learning in a research and development (R&D) work project. The purpose of this article is to show what teachers can learn and how they can learn during such a project. During the R&D work the teachers learn how reflections become part of the planning process for their next teaching sessions.
Updated: Oct. 29, 2012
This article uses Campbell and Fulford's framework to examine links between research and practice in a collaborative cross-cultural partnership. The article describes a partnership between the School of Education at the Solomon Islands College of Higher Education and the University of Waikato. This paper attempts to develop a greater understanding of how knowledge mobilisation can take place when partners are from different cultures, when much communication has to take place through unreliable information and communication technologies, and when partners meet at intervals only.
Updated: Jun. 06, 2012
The purpose of this article is to address the issue of Continuing Professional Development (CPD) evaluation in education. The paper focuses on what are often called ‘level’ models for evaluating development and training. These models draw on an evaluation tradition which posits that programme design and implementation involve a series of inter-related components and the role of evaluation is to assess one or more of these components and the inter-relationships between them.
Updated: Apr. 18, 2012
Action research aims to explore new ways of doing things, new ways of thinking, and new ways of relating to one another and to the world. In this article, the author wants to explore the place of action research in shaping and making history by changing what is done. The author argues that the first concern of action researchers should be the contribution of their action to history, not so much to theory. To find out what needs to be done differently, we need action research that will inform our individual praxis and inform our collective praxis.
Updated: Mar. 27, 2012
In this article, the author investigates how collaborative teacher research can reposition teachers to be powerful stakeholders and policymakers rather than skilled technicians and implementers. The author concludes that teacher certification programs should implement the standards and assessments their districts provide them. Furthermore, certification programs should seek to establish opportunities for teacher research with experienced teacher mentors, administrators, and academics.
Updated: Mar. 07, 2012