An Alternative Model of Researching Educational Practice: A Pedagogic-Stereoscopic Point of View

Autor/inn/en	Saeverot, Herner; Kvam, Vegard
Titel	An Alternative Model of Researching Educational Practice: A Pedagogic-Stereoscopic Point of View
Quelle	In: British Educational Research Journal, 45 (2019) 1, S.201-218 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3493
Schlagwörter	Educational Practices; Holistic Approach; Interdisciplinary Approach; Educational Research; Action Research; Teaching Methods; Educational Theories; Trend Analysis; Cross Cultural Studies; Foreign Countries; Anglo Americans; Europe; Denmark; Norway; Sweden + Suchen Sie Ihr Suchwort? Bildungspraxis; Holistischer Ansatz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsforschung; Pädagogische Forschung; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Trendanalyse; Cultural comparison; Kulturvergleich; Ausland; Europa; Dänemark; Norwegen; Schweden
Abstract	While teachers and practitioners are increasingly expected to conduct research on their own practice, there is a lot of educational research that is not directly involved in practice. This often leads to unilateral research perspectives on educational practice. Therefore, this article calls for an alternative model of researching educational practice, summarised through the term 'pedagogical science'. We argue that practical and normative theories that seek to improve educational practice should be combined with theories that aim to describe and explain. It is further argued that the combination of such perspectives and theories, a so-called stereoscopic point of view, can allow for a thorough and holistic investigation of educational practice. As part of this argumentation, the article addresses critical questions of various theoretical models of educational research, models that are being used in Scandinavian, European and Anglo-American research on educational practice. With reference to interdisciplinary models of educational research, such as educational sciences, learning sciences and "Bildungswissenschaften," there are trends in which pedagogy is marginalised. Thus, the second argument of the article calls for placing pedagogy at the centre of knowledge production in a broad sense, after which pedagogy is made into a source of knowledge for pedagogical science, which sets forth to test and provide empirical support for pedagogy-based knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01