01 SES 10 C, Research, Practice and Professionalization
Teachers generally seem to have limited knowledge of, access to and interest in insights from educational academic research (Beycioglu, Ozer, & Ogurlu, 2013; Gore & Gitlin, 2004), even in settings that are assumed to provide a research-engaged environment for teachers such as Professional Development Schools (Vrijnsen-De Corte, Den Brok, Kamp, & Bergen, 2013). Accordingly, the impact of academic research on teaching practice seems to be disappointingly low. Debates, literature studies as well as empirical work on this gap between educational academic research and educational practice suggest that scholars examine problems that teachers in school perceive as irrelevant, want to publish in peer-reviewed journals instead of disseminate their work, and aim at generalization of insights rather than improving school practice (Vanderlinde & Van Braak, 2010).
Proposals on how to bridge the gap between academic research and practice concentrate on the need to build better lines of communication between researchers and practitioners, and encourage practitioners to get more involved in the research process. Vanderlinde & Van Braak, (2010) concluded that schools should create more opportunities to practitioners and researchers to collaborate, disseminate findings, co-construct ideas, and set research agendas. Cordingley (2008) argued that researchers should be encouraged to open up their research for practitioners, teachers should be encouraged to connect more with research texts, and intermediaries are needed to bridge the worlds of academics and practitioners. But these proposals are not new and in many instances interaction and communication between researchers and teachers are still problematic and both teachers and researchers stick to their “traditional’’ roles of knowledge user and knowledge producer, respectively (Schenke, 2015).
Another way to close this gap between research and practice might be research by teachers. Obviously, research by teachers solves the problem of academic research being irrelevant for teachers and educational practice. Teachers might not only understand and redesign their practices by monitoring and evaluating teaching practices, but also develop their professional skills such as a critical reflection on their own practice as well as on the practice of their colleagues. And of equal importance, teacher research can be a valuable way to use insights from the knowledge base on teaching and learning as well as to add new insights to it (Admiraal, Smit, & Zwart, 2014; Thomas, 2012). Already two decades ago, Kaestle (1993) argued that researchers could link research and practice by involving practitioners in the design and implementation of research and that research training should be incorporated into the initial preparation of teachers and administrators. However, Gore and Gitlin (2004) reported that the teachers in their study told them very clearly that research produced by academics remained the dominant educational research discourse while ‘teacher research’ was an alternate (and largely marginalized) form of educational research.
In various policy actions of the Dutch government, an assumption is made that teachers who had carried out a master thesis are able to generate knowledge and stimulate knowledge utilization in schools (Ministerie van OCW, 2013). Yet evidence of positive effects of teacher research, either as part of a master’s program or carried out by inservice teachers is minimal and somewhat ambiguous. The current study aims to answer the following research questions:
- How is teacher research evaluated with respect to the professional development as teacher?
- How is teacher research evaluated with respect to knowledge utilization in schools?
Admiraal, W., Smit, B., & Zwart, R. (2014). Teacher research on teaching and learning in secondary education. IB Journal of Teaching Practice, 2(1). Beycioglu, K., Ozer, N., & Ugurlu, C. T. (2010). Teachers' views on educational research. Teaching and Teacher Education, 26, 1088 - 1093. Broekkamp, H., & Hout-Wolters, B. H. A. M. van. (2007). The gap between educational research and practice: A literature review. Educational Research and Evaluation, 13, 303-220. Burkhardt, H, & Schoenfeld, A. H. (2003). Improving educational research: Toward a more useful, more influential, and better-funded enterprise. Educational Researcher, 32(9), 3-14. Cordingley, P. (2008). Research and evidence-informed practice: Focusing on practice and practitioners. Cambridge Journal of Education, 38, 37 – 52. Gore, J. M., & Gitlin, A. D. (2004). [RE]Visioning the academic–teacher divide: power and knowledge in the educational community. Teachers and Teaching, 10, 35 – 58. Kaestle, C. F. (1993). The awful reputation of education research. Educational Researcher, 22, 23 – 31. Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers' professional development. Teaching and Teacher Education, 9, 443-456. Ministerie van OCW. (2013). Lerarenagenda 2013-2020: de leraar maakt het verschil. [Teacher agenda 2013-2020: The teacher makes the difference]. Den Haag: Ministerie van Onderwijs, Cultuur en Wetenschap. Schenke, W. (2015). Connecting practice-based research and school development. Dissertation. Amsterdam: University of Amsterdam. Thomas, G. (2012). Changing ourlandscape of inquiry for a new science of education. Harvard Educational Review, 82, 26 – 51. Vanderlinde, R., & Van Braak, J. (2010). The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36, 299 - 316. Vrijnsen-de Corte, M. C. W., Brok, P. J. den, Kamp, M. J., & Bergen, T. C. M. (2013). Measuring teachers’ and student teachers’ perceptions of practice-based research in PDS and non-PDS settings. Teaching and Teacher Education, 36, 178 - 188.
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
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