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Author(s): Hartmann, Ulrike; Decristan, Jasmin
Title: Brokering activities and learning mechanisms at the boundary of educational research and school practice
In: Teaching and Teacher Education, 74 (2018) , S. 114-124
DOI: 10.1016/j.tate.2018.04.016
URN: urn:nbn:de:0111-pedocs-181272
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-181272
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Bildungsforschung; Schule; Praxis; Vermittlung; Lernerfahrung; Lernen; Identifikation <Psy>; Koordination; Reflexion <Phil>; Transformation; Forschungsprojekt; Netzwerk; Berufsfortbildung; Evidenz; Wissenschaftler; Lehrer; Interview; Deutschland; Grenzüberschreitende Zusammenarbeit; Bildungsforschung; Schulpraxis; Transfer; Lernen; Vermittlung; Partnerschaft; Interview; Qualitative Forschung; Deutschland
Abstract: The interview study explores in what kind of settings people broker at the boundary of educational research and school practice and what kind of learning they experience. Learning mechanisms (identification, coordination, reflection, transformation) were related to three settings (research projects in schools, network activities, professional development). Responses by 18 individuals indicate that all three settings allowed for learning via identification, reflection, and coordination. Still, respondents that solely broker in the setting of professional development were less likely to learn via all three mechanisms. Transformation was only realized in settings that enabled people to establish forms of joint project work. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung; Bildungsqualität und Evaluation