Mediating research and practice: The dilemmas of designing didactic sequences by integrating teacher knowledge and research on teaching
In this article we discuss the dynamics of mediation between research, policy and practice by examining our year-long experience in developing materials with teachers of multigrade schools. Our focus is on understanding the dialectic between our knowledge constructed in the academic context of resea...
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| Publicat a: | URI:https://journals.openedition.org/rfp, |
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| Autors principals: | , , , |
| Format: | Article ou chapitre numérique |
| Idioma: | Anglais |
| Publicat: |
Revue française de pédagogie
2019
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| Matèries: | |
| Accés en línia: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sumari: | In this article we discuss the dynamics of mediation between research, policy and practice by examining our year-long experience in developing materials with teachers of multigrade schools. Our focus is on understanding the dialectic between our knowledge constructed in the academic context of research on teaching and learning, on the one hand, and the knowledge that teachers gain through their own training and experience, on the other. Our perspective aligns with that of scholars calling for closer collaboration between research teams and in-service teachers as a way of overcoming perceived resistance to pedagogical reforms introduced by external agents or educational authorities. |
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