Academics and Practitioners: Partners in Generating Knowledge or Citizens of Two Different Worlds?

Autor/in	Gravani, Maria N.
Titel	Academics and Practitioners: Partners in Generating Knowledge or Citizens of Two Different Worlds?
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 3, S.649-659 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2007.09.008
Schlagwörter	Foreign Countries; Data Analysis; Teacher Attitudes; Case Studies; College School Cooperation; Professional Development; Inservice Teacher Education; Secondary School Teachers; Teacher Educators; Theory Practice Relationship; Interprofessional Relationship; Greece + Suchen Sie Ihr Suchwort? Ausland; Auswertung; Lehrerverhalten; Case study; Fallstudie; Case Study; Lehrerfortbildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Theorie-Praxis-Beziehung; Griechenland
Abstract	The research reported in this paper explores aspects of the relationship between academics and practitioners in the context of a professional development programme. It is illustrated by qualitative data from a case study of university teachers' and secondary teachers' experiences and perceptions of a university-led in-service training course in Greece. Three antithetical pairs: "theory versus practice, propositional versus procedural and knowledge producers versus knowledge translators" are used heuristically to guide data analysis and presentation, seen as constituting a continuum between two poles. It is indicated that rather than focusing on the "gap" between academics and practitioners, the discussion should be about "space" between the two groups, and that both should inhabit this space and work mutually its boundaries and its purpose, so that a vital partnership will emerge, which in turn can assist university-provided in-service training. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10