Brokering activities and learning mechanisms at the boundary of educational research and school practice.

Autor/inn/en	Hartmann, Ulrike; Decristan, Jasmin
Titel	Brokering activities and learning mechanisms at the boundary of educational research and school practice.
Quelle	In: Teaching and teacher education, (2018) 74, S. 114-124Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2018.04.016
URN	urn:nbn:de:0111-pedocs-181272
Schlagwörter	Bildungsforschung; Interview; Identifikation; Vermittlung; Beruf; Deutschland; Interview; Koordination; Lehrer; Lernen; Praxis; Schule; Wissenschaftler; Berufsbildung; Identifikation; Bildungsforschung; Evidenz; Forschungsprojekt; Lernerfahrung; Netzwerk; Transformation; Schule; Lehrer; Lernen; Lernerfahrung; Reflexion (Phil); Transformation; Berufsbildung; Beruf; Vermittlung; Fortbildung; Evidenz; Koordination; Netzwerk; Praxis; Wissenschaftler; Forschungsprojekt; Deutschland
Abstract	The interview study explores in what kind of settings people broker at the boundary of educational research and school practice and what kind of learning they experience. Learning mechanisms (identification, coordination, reflection, transformation) were related to three settings (research projects in schools, network activities, professional development). Responses by 18 individuals indicate that all three settings allowed for learning via identification, reflection, and coordination. Still, respondents that solely broker in the setting of professional development were less likely to learn via all three mechanisms. Transformation was only realized in settings that enabled people to establish forms of joint project work. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1