Transforming educational theory into usable knowledge: A case of co-constructing tools for lesson design and reflection.

Autor/in	Staub, Fritz C.
Titel	Transforming educational theory into usable knowledge: A case of co-constructing tools for lesson design and reflection.
Quelle	Aus: Ralle, Bernd (Hrsg.); Eilks, Ingo (Hrsg.): Quality in practice-oriented research in science education. Aachen: Shaker (2004) S. 41-51Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-8322-3076-9
Schlagwörter	Unterrichtsforschung; Unterricht; Fachdidaktik; Mathematisch-naturwissenschaftlicher Unterricht; Schweiz
Abstract	The weak impact of scientific publications on learning and teaching in the practice of schooling raises doubt about whether such knowledge is in fact usable in practice. The view of educational improvement, based on the assumption of a linear movement from fundamental research to practice, is increasingly seen as inadequate. What kinds of working relationships between researchers and practitioners support the construction of novel forms of teacher development that allow research-based knowledge on learning and teaching to be infused into systems of practice in ways that transform and advance existing practice? This question is discussed with respect to the development of Content-Focused CoachingSM, a professional development model, which includes a coach and a teacher or a group of teachers who jointly plan, enact and reflect on lessons. The model consists of a specific activity setting and a set of conceptual tools assisting coaches and teachers in conducting content-focused dialogues on the design of and the learning in lessons. Existence proofs have been accomplished for the teaching of elementary and middle school mathematics and elementary literacy.
Erfasst von	Externer Selbsteintrag
Update	2007/1