The impact of using research on teaching practices of non-teacher practitioners within German all-day schools.

Autor/inn/en	Kielblock, Stephan; Gaiser, Johanna M.
Titel	The impact of using research on teaching practices of non-teacher practitioners within German all-day schools.
Quelle	In: International journal for research on extended education, 4 (2016) 2, S. 56-69 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.3224/ijree.v4i2.25781
URN	urn:nbn:de:0111-pedocs-229059
Schlagwörter	Forschung; Interview; Ganztagsbetreuung; Primarbereich; Sekundarbereich; Ganztagsschule; Außerunterrichtliche Aktivität; Außerunterrichtliche Betreuung; Forschungsumsetzung; Praxis; Schulpersonal; Deutschland
Abstract	According to the literature, practitioners' use of research appears to play an important role in facilitating high-quality applied practice. Previous studies indicate that teachers have a positive attitude towards using research, but that they are rarely successful in implementing it in their actual practice. There appears to be a scarcity of studies that have considered the non-teacher practitioner. This paper analyses interviews conducted with non-teacher practitioners (n=20) who work in extracurricular programmes of German primary and secondary all-day schools. The interview data suggests that some practitioners gather evidence to inform their practices. A deeper analysis of two cases revealed how research was transferred into action. They provided examples of how practitioners could use research to improve their approach with children and young people. The conclusion of this paper emphasises the need to foster evidence-based practices, as well as rigorous problem-solving and decision-making, in the field of extended education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4