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

• Published in: European journal of teacher education Vol. 37; no. 2; pp. 183 - 203
• Main Authors: Pareja Roblin, Natalie N., Ormel, Bart J.B., McKenney, Susan E., Voogt, Joke M., Pieters, Jules M.
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03-04-2014; Taylor & Francis Ltd
• Subjects: Bibliographic Databases; Collaboration; Communities of Practice; Information Sources; Instructional Design; Knowledge; Lesson Plans; research utilisation; Researchers; Teacher Characteristics; Teacher Collaboration; teacher communities; teacher knowledge; teacher researchers; Theory Practice Relationship
• ISSN: 0261-9768; 1469-5928
• DOI: 10.1080/02619768.2014.882312

This study characterises the links between research and practice across 12 projects concerned with the collaborative design of lesson plans by teacher communities (TCs). Analyses focused on sources of knowledge used to inform lesson design, participants' roles and knowledge generated by the teacher community. Three patterns emerged pertaining to the sources of knowledge informing lesson plans: design guided by formal and practical knowledge, by classroom-data and practical knowledge or by a combination of all three. Findings further suggest that the emphasis given to the use of formal knowledge over classroom-data or vice versa restrains the full accomplishment of research and practice links. Across the projects studied, university researchers contributed to linking research and practice by directly or indirectly supporting community activities. Surprisingly, the role of teachers in the generation and dissemination of formal knowledge was limited. Further research should explore the effects of collaboration within TCs on researchers and policy-makers.