Capacity building: data- and research-informed development of schools and teaching practices in Denmark and Norway

Qvortrup, Lars

doi:10.1080/02619768.2016.1253675

Cited by 15 publications

(16 citation statements)

References 6 publications

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“…He advocates that the development of knowledge mobilisation is achievable by the concept of a 'research-engaged school'. Qvortrup (2016) also concluded that in order to change and improve the practice of teachers and principals, a close and interactive relationship between research and practice must be built' namely through problem-based professional learning processes (p. 574).…”

Section: Knowledge Mobilisationmentioning

confidence: 99%

Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.

Velle

Flores

2018

Journal of Education for Teaching

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This introductory paper reviews the literature on the use of evidencebased knowledge (EBK) in the initial and continuing professional development of teachers and also in their everyday practice. It will set the scene for the theme of the SI and critically discuss general current issues about the generation of educational research evidence, how teachers may, or may not, acquire this and, drawing on and updating the outcomes of the previous JET SI (41 (5), 2014), some of the implications of translational research and knowledge mobilisation. KEYWORDS Teachers' knowledge; knowledge mobilisation; information and communications technologies Teachers' knowledgeTeaching is an intellectual, critical profession (Duggan and la Velle 2018). The corpus of academic and professional knowledge for a teacher is vast and dynamic and engagement with research developments in an effective teacher's subject and practice is a career-long requirement and commitment. Because teachers are professionals, their education requires more than just teaching and management skills, (Zeichner 2014). They do need to master the technical dimension of teaching but their profession involves more than that. Issues such as reflection, emotions, beliefs, dispositions, agency, professional values, etc. are key in developing as a teacher along with robust knowledge. This is even more relevant at times when teaching is marked by growing tensions and paradoxes with implications for teacher education such as preparing for professional autonomy in a world of externally imposed educational policy. Additionally, the pressure to achieve immediate results and successes in external measures, such as examinations and league tables, versus the need to prepare students in an era of migration and growing multiculturalism in school contexts (Ben-Peretz and Flores 2018), is set against a backdrop of the requirement for 21 st century skills. As workers with knowledge who play a key role in promoting the social and cultural dimension of children and their families (Flores and Ferreira 2016), teachers need a set of knowledge, competencies, dispositions, attitudes, etc. including the ethical, social, cultural, political dimension of teaching and teacher education (Flores 2016).As such, a solid base of knowledge is required of a teacher whose work goes beyond the mere implementation of top-down initiatives or the transmission of externally predefined knowledge and skills. They make use of their discretionary judgment in

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Section: Knowledge Mobilisationmentioning

confidence: 99%

Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.

Velle

Flores

2018

Journal of Education for Teaching

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“…In this context, the need to foster and sustain knowledge mobilisation and generation has been advocated through, for instance, developing an inquiry approach in initial teacher education (ITE) and to integrate research into practicum (e.g. Qvortrup 2016;Flores et al 2016).…”

Section: Introductionmentioning

confidence: 99%

“…However, in recent years, the importance of a research-based teaching profession and the need to make stronger connections between research and practice have expanded considerably (e.g. Cain, 2015a;Jones, Procter, and Younie 2015;Dimmock 2016;Ion and Iucu 2016;Rey and Gaussel 2016;Qvortrup 2016;Ostinelli 2016;Cooper, Klinger, and McAdie 2017;Nelson and Campbell 2017).…”

Section: Introductionmentioning

confidence: 99%

Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice

Flores

2018

Journal of Education for Teaching

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The link between theory, practice and research in Initial Teacher Education (ITE) has been widely discussed in international literature. However, more needs to be done in regard to the examination of concrete examples to foster research and teaching practice in existing teacher education programmes. This paper focuses on a practicum model in ITE which aims at linking teaching and research, theory and practice. The reflective component of the model is oriented towards student teacher professional development under a democratic view of education. Integrating teaching and research and promoting teaching practice as a space of transformation rather than a process of adaptation or of application of theory may well represent a move towards knowledge mobilisation and researchinformed practice. The paper concludes with some lessons learned and possible directions in order to overcome the shortcomings of the model and to enhance its positive and innovative features.

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“…The main ideas of "Program for Learning Leadership" can also be found in an earlier presentation of the program before the 2017 survey, i.e., before the first results were known [32]. The following analysis is based on data from the 2017 survey report [33].…”

Section: Materials and Methods: Surveys In 2015 And 2017mentioning

confidence: 99%

Provision of School Data and Research Based Teacher Professional Development: Does It Work? Data- and Research-Informed Development of Schools in the Danish “Program for Learning Leadership”

Qvortrup

2019

Education Sciences

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In the beginning of 2015, a consortium consisting of 13 Danish municipalities with 240 schools, almost 80,000 students and 10,000 professionals together with a university based research institution and a competence development center launched the school development project “Program for Learning Leadership.” The project provides data for teachers and school leaders in order to support pedagogical practices and school leadership. It also provides research based competence development packages with professional teams organized in professional learning communities as the central target group for receiving research results and transforming these results into professional practice. Based on a quantitative survey performed in 2015 and repeated in 2017, the project shows that school data and competence development can support positive school changes and improve teachers’ professional self-evaluation, and that competence development should focus on professional teams (professional learning communities) rather than on individual teachers. However, it is still too early to identify the effects for students’ learning and development achievements.

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Capacity building: data- and research-informed development of schools and teaching practices in Denmark and Norway

Cited by 15 publications

References 6 publications

Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.

Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.

Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice

Provision of School Data and Research Based Teacher Professional Development: Does It Work? Data- and Research-Informed Development of Schools in the Danish “Program for Learning Leadership”

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