The gap between educational research and practice: A literature review, symposium, and questionnaire

Broekkamp, H.; Hout-Wolters, Bernadette van

doi:10.1080/13803610701626127

Cited by 227 publications

(220 citation statements)

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“…La investigación de Everton, Galton y Pell (2000), centrada en la opinión que profesores de distintas áreas y años de experiencia tienen de la investigación, revela que los docentes creen que los temas de la investigación son alejados de su contexto. Estos resultados son coincidentes con lo señalado por Broekkamp y Van-Hout-Wolters (2007) donde los docentes afirman que la investigación no trabaja con temas innovadores y basados en sus necesidades.…”

Section: Revisión De La Literaturaunclassified

“…Y un primer paso es conocer qué piensan los docentes de la investigación. De esta forma, existe una fructífera línea de investigación que busca conocer cómo perciben los docentes la investigación educativa (p.ej., Bartels, 2003;Behrstock, Drill y Miller, 2009;Broekkamp y Van Hout-Wolters, 2007;Cherney, Povey, Head, Boreham y Ferguson, 2012;Cordingley, 2008;Ion y Iucu, 2014;Levin, 2013;McDonald, Badger y White 2001;Shkedi, 1998;Vanderline y van Braak, 2010;Williams y Coles, 2007;Zeuli, 1994) con provocadores resultados al respecto.…”

Section: Introductionunclassified

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Cómo los docentes no universitarios perciben la investigación educativa

Torrecilla

Perines

2016

Rev. Complut. Educ

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Resumen. Esta investigación busca conocer las percepciones que los docentes no universitarios tienen de la investigación educativa. Para ello se desarrolló un estudio cualitativo en el que se aplicó una entrevista semi-estructurada a veinte docentes experimentados (diez de Primaria, diez de Secundaria; la mitad iniciados en investigación, la mitad no iniciados). Los resultados, en coherencia con otros estudios, apuntan a que los docentes son muy críticos con la investigación educativa ya que dudan de la calidad de las investigaciones, de la utilidad de los resultados, de la forma en que la investigación está escrita como también del lenguaje que emplea para ser comunicada. Asimismo, los profesores ven los temas investigados como poco pertinentes y señalan la formación de grado como uno de los elementos que incide en sus percepciones. También hay una mirada crítica hacia el investigador, al que ven como una persona muy alejada de la realidad de las aulas. Palabras clave: investigación; profesor; percepción; educación.[en] How non-university teachers perceive educational research Abstract. This research seeks to understand the perceptions that non-university teachers have about educational research. In order to do so, a qualitative study was carried out passing a semi-structured interview to twenty experienced teaches (ten from Primary, ten from Secondary Education, half of them familiarized with research, the other half, not familiarized with initiated). The results, consistent with other studies, suggest that teachers are very critical of educational research because they question the quality of research, the usefulness of the results, the way in which research is written as well as the language used to make it public. Also, teachers see the topics investigated as irrelevant and indicate teacher training as one of the elements that influences their perceptions. There is also a critical look at the researcher, whom they see as a person who stands away from the reality of the classroom.

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Section: Revisión De La Literaturaunclassified

Section: Introductionunclassified

Cómo los docentes no universitarios perciben la investigación educativa

Torrecilla

Perines

2016

Rev. Complut. Educ

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“…-qui incluent notamment des divergences dans l'implication, la responsabilité et le rôle des chercheurs qui produisent les CIR (Dagenais et al, 2008). Le concept est également souvent défini selon les étapes allant de la production de connaissances à leur utilisation par les utilisateurs En éducation, malgré l'utilisation de termes divers, les définitions s'inscrivent davantage à l'intérieur des trois visions suivantes: 1) certains auteurs référent tout simplement à l'idée de connexion ou de mise en liens entre la recherche et la pratique (par ex., Broekkamp et Van Hout-Wolters, 2007;Edelstein, 2011;Flessner, 2012);…”

Section: Le Tc: Un Concept à Visage Multipleunclassified

Transfert de connaissances issues de la recherche en éducation : situation globale, défis et perspectives

Marion

Houlfort

2016

ncre

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Le transfert des connaissances issues de la recherche s’impose comme un champ d’investigation incontournable dans plusieurs domaines. Tant en santé, en sciences sociales, humaines et appliquées qu’en éducation ou en gestion, des recherches visent à réduire le fossé entre les connaissances produites et ce qui est observé dans la pratique. Découlant d’une recension des écrits publiés entre 2007 et 2013, le présent article propose de situer le transfert des connaissances en éducation au regard de ce qui se passe globalement dans les autres domaines. Il en aborde les distinctions ainsi que les défis et les perspectives.The transfer of research knowledge has become a key area of investigation in a number of fields. Whether in the health, social, human and applied sciences, in education, or in management, research continually seeks to narrow the gap between the knowledge that is produced and the realities that are observed in practice. Based on a review of the literature published between 2007 and 2013, this article sets out to situate knowledge transfer in education with respect to what is going on globally in other fields. Accordingly, the text addresses distinctions as well as challenges and prospects.La transferencia de conocimientos procedentes de la investigación se impone como un campo de investigación ineludible en varias áreas. Tanto en la salud, en ciencias sociales, humanas y aplicadas como en educación o en gestión, las investigaciones tienden a reducir la brecha entre los conocimientos producidos y lo que se observa en la práctica. El presente artículo es el resultado de una revisión bibliográfica publicada entre 2007 y 2013. Tiene por propósito ubicar la transferencia de conocimientos en educación referente a lo que sucede globalmente en las demás áreas. Trata de las distinciones así como de los desafíos y perspectivas que implica esa transferencia

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“…The aim of practice-based research is to generate useful knowledge on and for educational practice (McLaughlin andBlack-Hawkins 2004, McKenney andReeves 2013). Practice-based research can provide insights into specific problems in school practice and support practitioners in their work (Earl and Katz 2006, Broekkamp and Van Hout-Wolters 2007, Oancea and Furlong 2007. The process of performing practice-based research is often iterative, consisting of multiple cycles of problem analysis, implementation and evaluation.…”

Section: Practice-based Research and School Developmentmentioning

confidence: 99%

Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education

Schenke

Driel

Geijsel

et al. 2016

Professional Development in Education

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Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education Schenke, W.; van Driel, J.H.; Geijsel, F.P.; Volman, M.L.L. : 10.1080/19415257.2016.1258654 Link to publication Published in: Professional Development in Education DOI General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. A recurrent discussion in the field of education is how to build linkages between educational research and school practice. Cross-professional collaboration between researchers and school practitioners can contribute to the interplay between practice-based research and school development. The aim of our study is to obtain a better understanding of how a productive interplay between practice-based research and school development is established in the context of 19 research and development (R&D) projects in secondary education. Data from semi-structured interviews with school practitioners and researchers involved in the projects, observations of project meetings and document analysis were used. A productive interplay, in which practice-based research informed school development, was found in two-thirds of the R&D projects. Important conditions in these projects include closing the feedback loop from research to school practice, and making clear agreements on communication and on division of roles and tasks.

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The gap between educational research and practice: A literature review, symposium, and questionnaire

Cited by 227 publications

References 20 publications

Cómo los docentes no universitarios perciben la investigación educativa

Cómo los docentes no universitarios perciben la investigación educativa

Transfert de connaissances issues de la recherche en éducation : situation globale, défis et perspectives

Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education

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