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Academics and practitioners: Partners in generating knowledge or citizens of two different worlds?
ARTICLE

TATE Volume 24, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The research reported in this paper explores aspects of the relationship between academics and practitioners in the context of a professional development programme. It is illustrated by qualitative data from a case study of university teachers’ and secondary teachers’ experiences and perceptions of a university-led in-service training course in Greece. Three antithetical pairs: theory versus practice, propositional versus procedural and knowledge producers versus knowledge translators are used heuristically to guide data analysis and presentation, seen as constituting a continuum between two poles. It is indicated that rather than focusing on the ‘gap’ between academics and practitioners, the discussion should be about ‘space’ between the two groups, and that both should inhabit this space and work mutually its boundaries and its purpose, so that a vital partnership will emerge, which in turn can assist university-provided in-service training.

Citation

Gravani, M.N. (2008). Academics and practitioners: Partners in generating knowledge or citizens of two different worlds?. Teaching and Teacher Education: An International Journal of Research and Studies, 24(3), 649-659. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2007.09.008

Keywords