Linking research and practice through teacher communities: a place where formal and practical knowledge meet?

Roblin, Natalie Pareja; Ormel, Bart; McKenney, Susan; Voogt, Joke; Pieters, Julius Marie

doi:10.1080/02619768.2014.882312

Cited by 37 publications

(20 citation statements)

References 55 publications

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“…While many teachers welcome the processes of learning analytics, LD and inquiry, few have sufficient resources to engage with each in a sustained and systematic manner. Professional communities are a powerful resource (Pareja‐Roblin, Ormel, McKenney, Voogt & Pieters, ), as are electronic performance support systems (EPSSs) (McKenney, Nieveen & Strijker, ). The context of educational EPSS development has changed dramatically in the last 5 years, with the arrival of mobile technologies.…”

Section: Connected: Learning Analytics Ld and Teacher Inquirymentioning

confidence: 99%

Supporting teachers in data‐informed educational design

McKenney

Mor²

2015

Brit J Educational Tech

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Recent years have seen a growing recognition of the value of positioning teaching as a design science. In this context, we see a great potential in the possible synergy between educational design, learning analytics, and teacher inquiry. This synergy is demonstrated in the form of CASCADE-SEA, a computer-based support tool that assists teachers in creating exemplary lesson materials for secondary level science and mathematics in southern Africa. The purpose of the present study is to articulate how teachers might be supported in the synergistic processes that are integral to educational design. It does so by revisiting existing data collected during the design, development and evaluation of CASCADE-SEA, and sharing the results of a retrospective analysis in light of recent developments in learning analytics, learning design and teacher inquiry. The retrospective analysis revealed insights related to each of the aforementioned themes. For learning analytics, those were: social structures of learning and teaching practices; pedagogy-driven collection and analysis of data; and the use of data to inform teaching and learning. For learning design, the findings pertained to the language, practices and tools used to achieve particular educational aims. For teacher inquiry, the findings relate to the empirical process of question formulation, methods selection, collection and analysis of data, and sharing/reflecting on the findings as well as overall process. Based on the retrospective analysis, design considerations are offered for a modern application to replace the practical and effective desktop software that was developed during the 1990s.

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Section: Connected: Learning Analytics Ld and Teacher Inquirymentioning

confidence: 99%

Supporting teachers in data‐informed educational design

McKenney

Mor²

2015

Brit J Educational Tech

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“…The benefits of teachers collaboratively generating new knowledge about curriculum and teaching in schools or teams are increasingly recognized (Cober, Tan, Slotta, So, & Könings, 2015;Cochran-Smith & Lytle, 1993, 2009Hubers, Poortman, Schildkamp, Pieters, & Handelzalts, 2016;Pareja Roblin, Ormel, McKenney, Voogt, & Pieters, 2014). Effects of teachers' collaborative design on curriculum change have been reported by several scholars (Coburn et al, 2012;Penuel, McWilliams, et al, 2009;Penuel, Sun, Frank, & Gallagher, 2012).…”

Section: Teacher Learning In Curriculum Design Teams: Effectsmentioning

confidence: 99%

Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions

Voogt

Pieters

Handelzalts

2016

Educational Research and Evaluation

Self Cite

128

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Teacher collaboration in curriculum design teamsVoogt, J.M.; Pieters, J.M.; Handelzalts, A. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Collaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the change. The current study was aimed to explore what empirical evidence is available about processes that take place when teachers co-design and how these contribute to professional development and curriculum change. Evidence from 14 PhD studies was collected to study their impact on teacher learning and curriculum change, by analysing effects, mechanisms, and conditions. Results showed that effects of curriculum design teams, in terms of learning outcomes for teachers in areas such as (pedagogical) content knowledge and design knowledge and skills, became manifest in the outcomes of the curriculum design process, and in the appreciation by the stakeholders. We concluded that professional development, through collaborative design in teams, which is specific and linked to the curriculum, influences teachers' knowledge and practice and impacts implementation of curriculum change.

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“…Several studies indicate that practitioners, through collaboration with researchers, are encouraged to integrate research knowledge into their contextual and local understanding of practice (Cooper et al 2009, Edwards 2012, Janssen et al 2013. However, little insight exists into how research knowledge is actually used in schools (Pareja Roblin et al 2014).…”

Section: Practice-based Research and School Developmentmentioning

confidence: 99%

Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education

Schenke

Driel

Geijsel

et al. 2016

Professional Development in Education

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Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education Schenke, W.; van Driel, J.H.; Geijsel, F.P.; Volman, M.L.L. : 10.1080/19415257.2016.1258654 Link to publication Published in: Professional Development in Education DOI General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. A recurrent discussion in the field of education is how to build linkages between educational research and school practice. Cross-professional collaboration between researchers and school practitioners can contribute to the interplay between practice-based research and school development. The aim of our study is to obtain a better understanding of how a productive interplay between practice-based research and school development is established in the context of 19 research and development (R&D) projects in secondary education. Data from semi-structured interviews with school practitioners and researchers involved in the projects, observations of project meetings and document analysis were used. A productive interplay, in which practice-based research informed school development, was found in two-thirds of the R&D projects. Important conditions in these projects include closing the feedback loop from research to school practice, and making clear agreements on communication and on division of roles and tasks.

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Linking research and practice through teacher communities: a place where formal and practical knowledge meet?

Cited by 37 publications

References 55 publications

Supporting teachers in data‐informed educational design

Supporting teachers in data‐informed educational design

Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions

Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education

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