Literaturnachweis - Detailanzeige
| Autor/in | Hargreaves, Andy |
|---|---|
| Titel | Transforming knowledge: blurring the boundaries between research, policy, and practice. |
| Quelle | In: Educational evaluation and policy analysis, 18 (1996) 2, S. 105-122Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 59 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0162-3737 |
| Schlagwörter | Wissen; Pädagogische Forschung; Angewandte Forschung; Bildungspolitik; Lehrer; Wissenstransfer; Kooperation; Praxisbezug; Forscher; Wissenschaftler |
| Abstract | This paper ... first describes two paradigms of knowledge and how knowledge is used or generated by practitioners: knowledge utilization and teachers' self- generated knowledge. The distinctions between these two positions, it is argued, are much less clear cut than is commonly claimed. Indeed, I suggest, in a complex, diverse, and rapidly changing postmodern world, the boundaries between university discourse and school-level discourse about education should become more open still. The remainder of the paper exemplifies and analyzes how these different forms of knowledge and discourse in education can be transformed in productive ways. Four practical examples of such transformations ... are described. Finally, 10 principles for reinventing the nature and relationships between knowledge creation and knowledge utilization in education are outlined. (DIPF/Abstract übernommen). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 1998_(CD) |
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