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Brokering activities and learning mechanisms at the boundary of educational research and school practice
ARTICLE

, , University of Wuppertal, Germany

TATE Volume 74, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved November 15, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 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.2018.04.016

Keywords