How can a clinical research approach contribute to knowledge-building for the teaching profession?

Bulterman-Bos, Jacquelien

doi:10.1080/09650792.2016.1154884

Cited by 9 publications

(4 citation statements)

References 31 publications

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“…Through such a multiplicity of epistemic practices they can recognize many kinds of knowledge, examine different ways of knowing and involve in dynamics of knowledge, emerging from many interrelated processes. Such ways of knowing "cannot be acquired otherwise", this is the connstruction of knowledge-as-action 81 .…”

Section: Discussionmentioning

confidence: 99%

“…Although they especially appreciated experiential and practical knowing (which is closely related to an idea of action research) they discovered the four ways of knowing to varying degrees and intensity. Each of participants created its own mosaic -thus knowledge constituted in action research is personal, particular, normative and experiential 84 . The process of its generation combines conscious and unconscious commitment in epistemic practices 85 .…”

Section: Discussionmentioning

confidence: 99%

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kn

Wolodzko¹

2021

AUNC_PED

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Action research is defined as „a democratic and participative orientation to knowledge creation. It is a space for „working with and towards knowledge in action”, what means operationalization of knowledge as a dynamic phenomenon, mediated by widely contextual environment. The article presents a fragment of the research based on students’ reflective self-investigation processthat took place both during the implementation of the project and (mostly) after its completion. The aim was to identify how students perceived an intensive engagement in pedagogical and research activity in the process of a constitution their professional knowledge(s)’ and competences. Special attention was paid on the processes of knowledge generation, the ways of knowing and the processes characterizing the dynamics of knowledge constituted through activity. In a conclusion it is stated that action research is an epistemic process which offers the students the experiences of extended epistemology, epistemic diversity and pluriversality and the interrelated processes of dynamics of knowledge. Such complexity of practices and processes creates knowledge which is emergent in constan flow, alternation and pulsation and unpredictable in itsmosaic structure.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

kn

Wolodzko¹

2021

AUNC_PED

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“…This results in explicit knowledge that can be disseminated through conferences, articles, and books. This knowledge is analytical, intellectual, universal, and theoretical (Bulterman-Bos, 2017). The ability to implement research and develop teaching on a scientific basis, requires knowledge from and about research.…”

Section: Background and Research Reviewmentioning

confidence: 99%

Leading the Development of Research-based Teaching: A Swedish Case

Ståhle

2022

nse

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The aim of this article is to examine Swedish principals’ conception of their leadership role when realising research-based teaching in relation to research traditions. The study is based on ten principals’ conceptions of research-based teaching, analysed phenomenographically. The results indicate that application of research results is in several respects the most dominant notion of what teaching on a scientific basis entails. The conceptions of the principals’ derive from traditionally accepted beliefs and expectations, which is in line with how national reforms are implemented. Instructional and transformational leadership models are represented when leading schools toward research-based teaching.

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“…One exception is Professor Ingrid Carlgren (2012), one of today's strongest proponents for teachers' involvement in the development of a professional knowledge base in order to prepare teachers and create better conditions for student learning. This type of research has been compared to medical clinical research (Bulterman-Bos, 2008, 2017Carlgren, 2012).…”

Section: Teacher-driven Didactic Research As Clinical Research In Educationmentioning

confidence: 99%

A research environment for teacher-driven research – some demands and possibilities

Andrée

Eriksson

2019

IJLLS

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Purpose The purpose of this paper is to reflect upon demands of and possibilities for establishing a space for conducting and supporting high-quality research in schools. In the article the authors reflect upon experiences in establishing a research environment for teachers called Stockholm Teaching & Learning Studies (STLS). The article focusses some of the tensions that have been emerging in attempting to build an infrastructure for teacher-driven research and discusses the transformative potential of those tensions. Design/methodology/approach The article draws on the authors’ experiences in establishing STLS as a research environment for teachers by drawing on a framework of cultural-historical activity theory. The article applies the notions of contradictions and tensions as driving forces for development of activity. Findings The specific tensions that have been negotiated in the establishment of STLS are tensions between developing public knowledge vs local knowledge, tensions in knowledge cultures between oral and text-based ways of sharing knowledge, tensions in research interests and tensions in ownership. These tensions relate to knowledge production as embedded in institutional life and constrained by institutional boundaries in contemporary society. Originality/value Today, there is a growing amount of collaborative research that connects elementary and secondary teachers in research projects with university-based researchers. However, this does not guarantee projects that will address everyday problems of teachers or that teachers will be acknowledged as researchers in the end.

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How can a clinical research approach contribute to knowledge-building for the teaching profession?

Cited by 9 publications

References 31 publications

kn

kn

Leading the Development of Research-based Teaching: A Swedish Case

A research environment for teacher-driven research – some demands and possibilities

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