Brokering activities and learning mechanisms at the boundary of educational research and school practice
Ulrike Hartmann, Jasmin Decristan, University of Wuppertal, Germany
TATE Volume 74, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
The interview study explores in what kind of settings people broker at the boundary of educational research and school practice and what kind of learning they experience. Learning mechanisms (identification, coordination, reflection, transformation) were related to three settings (research projects in schools, network activities, professional development). Responses by 18 individuals indicate that all three settings allowed for learning via identification, reflection, and coordination. Still, respondents that solely broker in the setting of professional development were less likely to learn via all three mechanisms. Transformation was only realized in settings that enabled people to establish forms of joint project work.
Hartmann, U. & Decristan, J. (2018). Brokering activities and learning mechanisms at the boundary of educational research and school practice. Teaching and Teacher Education: An International Journal of Research and Studies, 74(1), 114-124. Elsevier Ltd.