Bridging the gap between research and practice: how teachers use research-based knowledge

Wahlgren, Bjarne; Aarkrog, Vibe

doi:10.1080/09650792.2020.1724169

Cited by 14 publications

(11 citation statements)

References 35 publications

(22 reference statements)

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“…A college instructor should be able to construct lesson plans, monitor and control classrooms, and teach students in accordance with their aptitude in the ever-changing background of the times. It is possible for colleges and universities to increase college instructors' teaching abilities and set the groundwork for the nurturing of talent in colleges and universities by developing teachers' professional development [9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Cultivation Method Analysis for Teachers’ Teaching Ability Driven by Artificial Intelligence Technology

Chen

2022

Advances in Multimedia

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Strengthening construction for teaching staff is an eternal theme of development and construction for colleges, and it is also the focus of personnel management in colleges. China is swiftly transitioning from the industrial age to the era of intelligence as a result of the rapid growth of information technology and artificial intelligence. Colleges and universities have reached a new stage in their evolution, one marked by intelligent use of technology, as represented by the fourth generation of information technology: cloud computing, big data, and artificial intelligence. Higher standards for college professors’ teaching abilities have been imposed by this new policy. It is therefore beneficial to evaluate teachers’ teaching abilities from an artificial intelligence perspective to improve the overall quality of college education. First, this work researches and improves the teaching ability training strategies of college teachers driven by artificial intelligence from different levels. Second, this work proposes a neural network (IPSO-BP) for evaluating the teaching ability of college teachers via artificial intelligence technology. Aiming at the issues in BP network, this work constructs IPSO by improving the weight decay strategy and learning factor of PSO algorithm. Then, it uses IPSO to optimize the BP to construct IPSO-BP. Third, the results of the experiments in this work suggest that the strategy proposed here is both feasible and preferable.

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Section: Introductionmentioning

confidence: 99%

Cultivation Method Analysis for Teachers’ Teaching Ability Driven by Artificial Intelligence Technology

Chen

2022

Advances in Multimedia

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“…Action research can be seen as a way to work with research from this bottom-up perspective, where teachers' questions and issues for improvement are at the center of the processes of engaging in research, but knowledge from quantitative studies and systematic reviews might also be considered (Timperley 2011;Wahlgren and Aarkrog 2020). Such processes are developed over time, and are based on teachers' experiences and contextual knowledge, collaboration, and teacher ownership (cf.…”

Section: Introductionmentioning

confidence: 99%

The role of action research in teachers’ efforts to develop research-based education in Sweden: intentions, outcomes, and prerequisite conditions

Bergmark

2020

Educational Action Research

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This paper analyzes teachers' motivations and expectations when engaging in action research and relates these to the process outcomes and to the broader evidence movement in education. The theoretical framework builds on research on motivations for teaching and engaging in action research. The empirical data consisted of 50 written teacher reflections completed on two occasions within the action research and teachers' oral presentations using PowerPoint slides. The outcomes regarding individual and collegial professional learning corresponded well to the teachers' expectations. However, the relationships with their principal, and also with the researcher, developed more than had been expected. Also, the teachers saw evidence of student/child learning in line with the intentions, but the fact that social and emotional learning was, ultimately, more visible, was unexpected. This study shows that action research, based on an evidence-informed perspective, plays an important role when teachers are building a research-based education, in a context where evidence-based teaching is promoted. Implications of this study include: the importance of establishing fair conditions for teachers' voluntary engagement in action research; highlighting intentions in the beginning, and throughout the process, which increases the probability of achieving the expected outcomes; and promoting teacher-driven processes.

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“…The social-political arrangements [24] for the meeting practice made it possible for the PE teachers to collaborate and develop the activities. Indeed, a previous study confirms the value of researchers and practitioners working together to develop teachers' actions [18]. Finally, some PE teachers expressed that their school principal had decided that PuLH should become an ordinary part of the school day, which is a material-economic arrangement [24] that enables the PE teachers' implementation of PuLH.…”

Section: Become Very Negative and Have Even Started To Put Invalid Ab...mentioning

confidence: 88%

“…The goal was to provide the PE teachers with conditions that enable them to change their practice and address the constraints satisfactorily (i.e., [34,35]). Indeed, previous research has shown the value of researchers and practitioners working together [18,22].…”

Section: Research Circlementioning

confidence: 99%

“…Another study among teachers in schools showed that the research circle worked to deepen the development of teachers' competencies [16]. A conclusion from a recent study with teachers who had participated in research circles stresses the importance of when researchers and practitioners work together to translate research-based knowledge and theoretical concepts into practice and specify how practitioners can apply it when developing their actions [18].…”

Section: Introductionmentioning

confidence: 99%

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Physical Education Teacher’s Professional Learning of Implementing a Health Promotion Intervention in the Practice of a Research Circle

Håman¹,

Haraldsson²,

Lindgren³

2022

Health Promotion

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Scholars recommend that health promotion researchers engage practitioners in the analysis and reporting phase and expand their ability to share their research beyond academia. The purpose of this study was to draw benefit from physical education (PE) teachers’ discussions and reflections of the implementation of a health promotion intervention in school during research circle meetings. The health promotion intervention ‘Pulse for Health and Learning’ (PuLH) focused on moderate-to-vigorous physical activity, incorporating a child-centred coaching approach. This study has an action research approach. The research circle consisted of PE teachers (N = 22, approximately 18 per meeting) from eight primary and middle schools (from grades 4 to 9) in eight municipalities in Sweden and three researchers. The theory of ‘practice architectures’ was employed to interpret, discuss, and clarify what enables and constrain PE teachers’ implementation of the health promotion intervention. During the analysis, three discourses were identified: technical-rational discourse, participating discourse, and steering and supporting discourse. The practice architectures both enabled and constrained the implementation of PuLH. The research circle meetings stimulated critically conscious acting and decision-making through collaboration between PE teachers and together with researchers which improved the implementation of PuLH and contributed to PE teachers’ professional development.

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Bridging the gap between research and practice: how teachers use research-based knowledge

Cited by 14 publications

References 35 publications

Cultivation Method Analysis for Teachers’ Teaching Ability Driven by Artificial Intelligence Technology

Cultivation Method Analysis for Teachers’ Teaching Ability Driven by Artificial Intelligence Technology

The role of action research in teachers’ efforts to develop research-based education in Sweden: intentions, outcomes, and prerequisite conditions

Physical Education Teacher’s Professional Learning of Implementing a Health Promotion Intervention in the Practice of a Research Circle

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