Literaturnachweis - Detailanzeige
| Autor/in | Huberman, Michael |
|---|---|
| Titel | The mind is its own place. The influence of sustained interactivity with practitioners on educational researchers. |
| Quelle | In: Harvard educational review, 69 (1999) 3, S. 289-319Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 50; Grafiken 1 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0017-8055 |
| Schlagwörter | Empirische Forschung; Pädagogische Forschung; Beeinflussung; Beeinflussung; Interaktion; Praxis; Empirische Forschung; Interaktion; Praxis; Forscher |
| Abstract | The author explores the effect of sustained interactions with practitioners on educational reseachers. He focuses on two specific cases: 1) an elementary-level mathematics project ..., and 2) a set of intellectual biographies of math and science education researchers. Using a social-constructivist paradigm, he describes the conceptual and methodological shifts that some researchers undergo when they are confronted with the realities, constraints and opportunities of the practice. [He] also discusses how interacting with practitioners influences researchers' view of teaching and of how research should be used. He discusses how the "micro-worlds" of research and practice interact, and through their interactions determine the flow of knowledge. It is the interaction between micro-worlds, rather than the actors alone, that is the crucial unit of analysis in this study. Huberman concludes by suggesting that sustained interactivity between practitioners and researchers may be beneficial to both parties. (DIPF/ orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2003_(CD) |
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