Bridging the Research-Practice Gap on Facebook: A Study of Online Communication between RE Teachers and Researchers

Autor/in	Aukland, Knut
Titel	Bridging the Research-Practice Gap on Facebook: A Study of Online Communication between RE Teachers and Researchers
Quelle	In: British Journal of Religious Education, 44 (2022) 2, S.149-160 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2021.1920366
Schlagwörter	Theory Practice Relationship; Researchers; Computer Mediated Communication; Social Media; Foreign Countries; Teaching Methods; Religious Education; Interpersonal Relationship; Teacher Attitudes; Instructional Materials; Art; Taxonomy; Information Dissemination; Pedagogical Content Knowledge; Elementary Secondary Education; Norway + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Researcher; Forscher; Computerkonferenz; Soziale Medien; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Arts; Kunst; Taxonomie; Informationsverbreitung; Pädagogische Kompetenz; Norwegen
Abstract	In this article I explore the research-practice gap in RE with a unique dataset: The communication by teachers, and between teachers and researchers in a Norwegian Facebook group for RE teachers. Posts and comments in the group reflect that teachers largely communicate a practical form of knowledge with little engagement with research. At the same time, there are instances where members bridge the research-practice gap through interactions between teachers, and between teachers and researchers, especially through dissemination efforts. I discuss various institutional constraints contributing to the research-practice gap revealed in the data. Analysing three interactions between RE teachers and researchers, I argue that there are RE specificities tied to the challenges and possibilities in bridging this gap, including the question of how to relate insights from the study of religion to classroom teaching. Finally, I reflect on a striking absence, not only in the data but also academic descriptions of the theory-practice gap in RE: In stark contrast to teachers, researchers do not refer to their own practical knowledge from teaching on campus. Why is that? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01