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Titel
Brokering activities and learning mechanisms at the boundary of educational research and school practice
Autoren
OriginalveröffentlichungTeaching and teacher education (2018) 74, S. 114-124 ZDB
Dokument  (392 KB) (formal und inhaltlich überarbeitete Version)
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Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN0742-051x; 0742051x
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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. (DIPF/Orig.)
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Eintrag erfolgte am01.07.2021
QuellenangabeHartmann, Ulrike; Decristan, Jasmin: Brokering activities and learning mechanisms at the boundary of educational research and school practice - In: Teaching and teacher education (2018) 74, S. 114-124 - URN: urn:nbn:de:0111-pedocs-181272 - DOI: 10.25656/01:18127; 10.1016/j.tate.2018.04.016
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