Develop the professional knowledge base through joint practice development by teachers and researchers¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article argues that utilisation of general research findings requires developing them into practices fitting the specific classroom, students, and subject matter. If left to individual teachers the resulting skill is "at best idiosyncratic". A format in which "practice development is the joint responsibility of a group of teachers, in cooperation with the researcher might be more fruitful in building a shared, well underpinned professional knowledge base."

Design Implications¶

Context¶

Requirements¶

• Cooperation between groups of teachers and researchers

Constraints¶

• Individual teacher development of research findings yields at best idiosyncratic skills

Target Learners¶

• teachers

Target Learning Goals¶

• professional knowledge-base building
• utilisation of research findings in practice

Related Strategies¶

• Instructional Coaching

Examples¶

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Key Sources¶

• H. P. A. Boshuizen. (2016). Teaching as regulation and dealing with complexity. Instructional Science, 44, 311–314. https://doi.org/10.1007/s11251-016-9377-x