01 SES 10 B, Knowledge Mobilization in Education (Part 1): Theoretical and Practical Groundwork
Symposium to be continued in 01 SES 11 B
The Norwegian Knowledge Centre for Education's mandate is to summarize educational research and contribute to the use of research in education. This presentation highlights a mapping of research on partnership in teacher education (Lillejord and Børte 2014). The report is a result of a strategic collaboration between the Knowledge Centre and ProTed, Centre of Excellence in Teacher Education. ProTed is using the mapping when developing a university school project. Based on the research question: ‘What characterizes effective partnerships in teacher education?’ systematic searches of recently published articles (2010-2014) were conducted in four databases (ERIC, ASSIA, IBSS and PQEJ). Through a screening process based on formalized criteria for exclusion and inclusion, 25 scientific articles (of 97 identified) were included in the mapping. The included studies have been weighted according to a relevance following a five point rating scale. Research mapping is an aggregated interpretation of research conducted in a particular field and requires accuracy, transparency and documentation (Noblit and Hare 1988). The first step is reading the full text version of each article; extract problems addressed and findings. Based on this reading, a categorization of the main topics is developed. The next step is to look for similarities and differences between the articles. A challenge in the process is to understand the context and interpret findings across studies. The main gain is that mapping provides an overview of topics; shows patterns across studies and gives insight into problems investigated. Potential losses may be the level of detail and precision. To ensure knowledge mobilization, the report has to be written in an understandable language. Through collaboration with users this challenge can be met. Teachers and school leaders welcomed the mapping of partnerships in teacher education as it pin-pointed recognizable problems, but also because it provided guidance for further work to improve partnerships.
Lillejord, S. & Børte, K. (2014). Partnerskap i lærerutdanningen – en forskningskartlegging (Partnership in teacher education – a research mapping) – KSU 3/2014. Oslo: Kunnskapssenter for utdanning, www.kunnskapssenter.no Noblit, G. W. & Hare, R. D. (2008). Meta-Etnography: Synthesizing Qualitative Studies. Sage Publications
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