Conference:
ECER 2008
Format:
Research Workshop
Session Information
PRE_C2, Preconference; Paper Session C2
Paper Session
Time:
2008-09-08
13:15-14:45
Room:
C E33
Chair:
Paul Standish
Discussant:
a series of analysis categories were constructed by means of an inductive process Based on the responses received
Contribution
The aim of this research project is to design a curriculum model for professional courses in higher education which is to teach students to conduct research in practical professional settings. The focus of this study is on teaching professionals learn to do practical based research. The courses involved are professional masters programs in teacher training, business and engineering.
Developing new practical knowledge is highly significant for both companies and professionals in today’s knowledge society. Scholarly knowledge-building communities within higher professional education are aimed at developing a bridge between companies and schools for professional education in order to develop new practical knowledge.
In this research project we try to analyse and improve students way of thinking and acting. This will lead to new model.
Method
The model we used, is built up through a reflective design cycle: choosing a case, planning and implementing changes, reflecting on the results and developing new knowledge. Four interventions were developed, based on processes of a reflective cycle. This separate interventions increase in degree of difficulty. We analyses the development of a the heuristic way of thinking , the use of descriptive knowledge and developing a personal conceptual framework, following the CIMO-logic design.
Expected Outcomes
In the outcomes of my first case study we found three items for further research. The translation of a real life problem from occupational practices into a research question by narrowing down through objective descriptions was the first item. Secondly we founded the double role of student and employee in the process of defining the problem and implementing a change in practice. Developing a personal conceptual framework as a guiding form of analysing, a way of thinking and acting as a reflective professional in practice was the third item.
References
Aken, J.E.van, (2007). Design Science and Organization Development interventions. Journal of applied behavioural science, Vol.43 No.1, March 2007 1-17. Akker, J. Van der, Gravemeijer, K., McKenny, S., Nieveen, N.(2007) Educational Design Research, London, Routledge. Brew, A.(2006). Research and Teaching, New York, Palmgrave Terlouw, C. (1987). De FUNDES-procedure in onderwijsontwikkeling. Enschede, Universiteit Twente.
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