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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| izdano v: | URI:https://journals.openedition.org/rfp, |
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| Format: | Article ou chapitre numérique |
| Jezik: | Anglais |
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Revue française de pédagogie
2019
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| Online dostop: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
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openedition-oai:revues.org:rfp_7227 |
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openedition |
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openedition-oai:revues.org:rfp_7227 https://doi.org/10.4000/rfp.7227 urn:doi:10.4000/rfp.7227 en https://journals.openedition.org/rfp/7227 2019-05-21T02:00:00Z info:eu-repo/semantics/openAccess article info:eu-repo/semantics/article urn:handle:20.500.13089/k1x6 https://creativecommons.org/licenses/by-nc-nd/4.0/ Mediating research and practice: The dilemmas of designing didactic sequences by integrating teacher knowledge and research on teaching Revue française de pédagogie ENS Éditions info:eu-repo/semantics/reference/issn/2105-2913 info:eu-repo/semantics/reference/issn/0556-7807 URI:https://journals.openedition.org/rfp Rockwell, Elsie Mendoza von der Borch, Tatiana Rebolledo Angulo, Valeria Tapia Álvarez, María Esther didactique réforme de l’enseignement savoir classe hétérogène recherche didactics educational reform knowledge research heterogeneous class 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. Dans cet article, nous discutons les possibles rapports dynamiques entre recherche, politique et pratiques, à partir du ré-examen d’une expérience d’un an de développement de matériels didactiques avec des enseignants d’écoles multi-niveaux situées en milieu rural. Nous cherchons à montrer et comprendre la dialectique entre, d’une part, notre savoir, construit dans le domaine de la recherche académique sur l’enseignement et l’apprentissage et, d’autre part, le savoir acquis par les enseignants à travers leur formation et leur expérience. Notre point de vue rejoint celui des chercheurs plaidant pour une collaboration étroite entre équipes de recherche et enseignants en exercice, comme moyen de dépasser les résistances aux réformes pédagogiques introduites par des experts extérieurs ou par les autorités hiérarchiques. |
| collection |
OpenEdition Journal |
| language |
Anglais |
| format |
Article ou chapitre numérique |
| building |
0/Bibliothèque numérique/ 1/Bibliothèque numérique/OpenEdition Journals/ |
| topic |
didactique réforme de l’enseignement savoir classe hétérogène recherche didactics educational reform knowledge research heterogeneous class |
| spellingShingle |
didactique réforme de l’enseignement savoir classe hétérogène recherche didactics educational reform knowledge research heterogeneous class Rockwell, Elsie Mendoza von der Borch, Tatiana Rebolledo Angulo, Valeria Tapia Álvarez, María Esther Mediating research and practice: The dilemmas of designing didactic sequences by integrating teacher knowledge and research on teaching |
| description |
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. |
| author |
Rockwell, Elsie Mendoza von der Borch, Tatiana Rebolledo Angulo, Valeria Tapia Álvarez, María Esther |
| author_facet |
Rockwell, Elsie Mendoza von der Borch, Tatiana Rebolledo Angulo, Valeria Tapia Álvarez, María Esther |
| author_sort |
Rockwell, Elsie |
| title |
Mediating research and practice: The dilemmas of designing didactic sequences by integrating teacher knowledge and research on teaching |
| title_short |
Mediating research and practice: The dilemmas of designing didactic sequences by integrating teacher knowledge and research on teaching |
| title_full |
Mediating research and practice: The dilemmas of designing didactic sequences by integrating teacher knowledge and research on teaching |
| title_fullStr |
Mediating research and practice: The dilemmas of designing didactic sequences by integrating teacher knowledge and research on teaching |
| title_full_unstemmed |
Mediating research and practice: The dilemmas of designing didactic sequences by integrating teacher knowledge and research on teaching |
| title_sort |
mediating research and practice: the dilemmas of designing didactic sequences by integrating teacher knowledge and research on teaching |
| publisher |
Revue française de pédagogie |
| publishDate |
2019 |
| container_title |
URI:https://journals.openedition.org/rfp |
| url |
https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.4000/rfp.7227 https://ezproxy.univ-orleans.fr/login?url=https://journals.openedition.org/rfp/7227 |
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1877241621685207040 |