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Reinvestigating the theory and practice gap in Participatory Educational Research

Reinvestigating the theory and practice gap in Participatory Educational Research Participatory GUEST EDITORIAL Educational Reinvestigating the theory and Research practice gap in Participatory Educational Research 1 1. Introduction Extensive school research worldwide illuminates different change processes and different innovative research models of teaching and learning practices, including teachers’ professional development. Findings from educational research reveal a contradiction between educational theory and educational practice. Accordingly, the gap between theory and practice indicates a lack of credibility between researchers and practitioners. Qualitative research approaches frequently used are lesson study, learning study and action research, to mention a few. Educational inquiries investigate the continuous global change processes of classroom teaching, teachers and students learning, teachers’ professional development and development of school organization and management at local and national level. Persistent issues in educational research are the gap existing between theory and practice and the lack of involvement of teachers as researchers (Biesta, 1994, 2007; Dewey and Bentley, 1945; Elliott, 1978; Nuthall, 2004; Stenhouse, 1975). Educational policy makers demand evidence-based practice (Slavin, 2002) and scientific knowledge of “what works” in solving classroom problems and school problems in general. The demands yield educational research results that give technical solutions to practical teaching problems and learning problems. De Vries (1990) argues that on the one http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal for Lesson and Learning Studies Emerald Publishing

Reinvestigating the theory and practice gap in Participatory Educational Research

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References (63)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2046-8253
DOI
10.1108/IJLLS-01-2020-094
Publisher site
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Abstract

Participatory GUEST EDITORIAL Educational Reinvestigating the theory and Research practice gap in Participatory Educational Research 1 1. Introduction Extensive school research worldwide illuminates different change processes and different innovative research models of teaching and learning practices, including teachers’ professional development. Findings from educational research reveal a contradiction between educational theory and educational practice. Accordingly, the gap between theory and practice indicates a lack of credibility between researchers and practitioners. Qualitative research approaches frequently used are lesson study, learning study and action research, to mention a few. Educational inquiries investigate the continuous global change processes of classroom teaching, teachers and students learning, teachers’ professional development and development of school organization and management at local and national level. Persistent issues in educational research are the gap existing between theory and practice and the lack of involvement of teachers as researchers (Biesta, 1994, 2007; Dewey and Bentley, 1945; Elliott, 1978; Nuthall, 2004; Stenhouse, 1975). Educational policy makers demand evidence-based practice (Slavin, 2002) and scientific knowledge of “what works” in solving classroom problems and school problems in general. The demands yield educational research results that give technical solutions to practical teaching problems and learning problems. De Vries (1990) argues that on the one

Journal

International Journal for Lesson and Learning Studies – Emerald Publishing

Published: Dec 25, 2019

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