Research-Practice Partnerships in Lesson and Learning Studies: A Review from Asian Experiences

Autor/inn/en	Wei, Ge; Huang, Rongjin
Titel	Research-Practice Partnerships in Lesson and Learning Studies: A Review from Asian Experiences
Quelle	In: Asia Pacific Journal of Education, 42 (2022) 1, S.138-153 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wei, Ge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2022.2031876
Schlagwörter	Partnerships in Education; Theory Practice Relationship; Social Theories; Asians; Communication (Thought Transfer); Teacher Improvement; Teacher Collaboration; Faculty Development; Communities of Practice; Foreign Countries + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Theorie-Praxis-Beziehung; Gesellschaftstheorie; Asian; Asiat; Asiatin; Asiaten; Asiate; Communication; thought; Kommunikation; Gedanke; Lehrerkooperation; Community; Ausland
Abstract	Twenty-one research papers on lesson and learning studies (LLS) based on Asian experiences were selected for this review. Three modes of "partnership" from the perspective of cultural-historical activity theory (CHAT) were used as a conceptual framework to analyse the selected papers with a focus on research-practice partnerships (RPPs) in LLS. By comparing and contrasting the modes revealed in these reviewed papers, RPPs in Asian contexts were categorized as cooperation, collaboration, and communication, which co-exist in LLS practices in the past decade. By analysing the embodiments, characteristics, and functions of each pattern of RPPs, a transitioning approach to constructing communicative RPPs in LLS is proposed as creating normalized interactions between research and practice, forming shared authentic objects, and reconceptualizing the scripts of research and practice in LLS. It has implications for developing both research and practice by strengthening RPPs through flexible and collective mutual understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01