27 SES 13 C, Reflexive Practice and Educational Research
Assumptions and conclusions about learning are central to research-based claims related to both teaching and learning. Suggestions and solutions arising from research are necessarily limited to the goals and approaches in which the research is embedded. Impact as a criteria for assessing the quality and value of research attempts to bridge the gap between research and practice. Yet both worlds share in common the situatedness of their activities. If we agree that each situation is unique and non-recurring, how can research into learning come to any reliable conclusion? How can researchers in relation to policy makers and practitioners propose robust suggestions or even solutions that will be relevant to the unknown and unforeseeable situations in which practitioners will find themselves?
This presentation will present insights gained from the phenomenologically oriented learning research conducted at the University of Innsbruck in a grant-funded research project and explore the challenges implied in the above questions. Learning understood as experience requires both teachers and researchers to attend to their experience of the experience of others in order to capture data about the effects of teaching as they occur. The unique and non-recurring situations in which these experiences occur pose a dilemma, both in regard to how valid conclusions can be drawn by practitioners as well as how valid claims can be made by researchers, particularly when they are asked to make suggestions or propose solutions that should have an impact on policy design or practice. We will argue that the phenomenon of learning is beyond the reach of teaching and that this radically determinate factor must be recognized and addressed if education research is to have a meaningful impact on policy and practice.
Schratz, M., Westfall-Greiter, T. & Schwarz, J. F. (in print). “Beyond the Reach of Teaching and Measurement: Methodology and Initial Findings of the Innsbruck Vignette Research”. Journal of Latinamerican Educational Research. Schratz, M., Schwarz, J.F. & Westfall-Greiter, T. (2012). Lernen als bildende Erfahrung. Innsbruck: Studia Verlag.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.