Participatory Knowledge Mobilisation: An Emerging Model for International Translational Research in Education

Autor/inn/en	Jones, Sarah-Louise; Procter, Richard; Younie, Sarah
Titel	Participatory Knowledge Mobilisation: An Emerging Model for International Translational Research in Education
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 41 (2015) 5, S.555-573 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2015.1105540
Schlagwörter	Educational Research; Research and Development; Theory Practice Relationship; Mixed Methods Research; Global Approach; Information Dissemination; Web 2.0 Technologies; Educational Cooperation; Teachers; Educational Researchers; Questionnaires; Teacher Attitudes; Knowledge Management; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Globales Denken; Informationsverbreitung; Education; cooperation; Kooperation; Lehrer; Lehrerin; Lehrende; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Fragebogen; Lehrerverhalten; Wissensmanagement; Ausland; Großbritannien
Abstract	Research alone does not inform practice, rather a process of knowledge translation is required to enable research findings to become meaningful for practitioners in their contextual settings. However, the translational process needs to be an iterative cycle so that the practice itself can be reflected upon and thereby inform the ongoing research agenda. This paper presents the initial findings of a study into an international, participatory model of knowledge mobilisation in the context of translational research in the field of education. Using a mixed methods approach, the study draws upon data collected from the Education Futures Collaboration (EFC), an educational charity, which has developed an international knowledge mobilisation strategy. Through the innovative use of technologies, this initiative improves the link between research and practice by finding new and practical ways to improve the knowledge base for practitioners. The EFC has developed two work strands within the international knowledge mobilisation strategy, which utilises two complementary digital platforms. The first is the online MESHGuides (Mapping Educational Specialist knowHow), a collaborative tool for connecting educators with visual summaries of educational research from which practice can be developed. The second is the online Education Communities of Practice network, which is used to support international partnerships for collaboration between researchers and practitioners. Findings indicate that utilising web 2.0 tools to develop translational research through MESHGuides is significantly groundbreaking in its vision and scope with respect to practitioners accessing and building the knowledge base of the teaching profession internationally and strengthening the link between researchers and practitioners, thereby increasing the impact of research in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01