European Journal of Teacher Education 2020 DOI: 10.1080/02619768.2020.1803268 View full text
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Hanna Westbroek, Fred Janssen, Ilona Mathijsen, Walter Doyle

Abstract: Practitioner research should be sufficiently trustworthy and useful. We argue, however, that although criteria of trustworthiness are rather well developed, criteria of usefulness are not. As a result, the longterm impact of practitioner research is rather disappointing because, we contend, it tends to lack practicality. We used theories of classroom ecology, goal systems and how people make decisions in complex situations, to conceptualise practicality from a teacher's perspective. By applying our theoretical…

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