ERIC Number: ED241494
Record Type: RIE
Publication Date: 1983-Dec
Reference Count: 0
The Use of Research Knowledge in Teacher Education and Teaching. Occasional Paper No. 71.
The concept of knowledge utilization and the nature of practical decisions are analyzed to investigate how research knowledge and effective teaching practice are related. It is argued that the personal commitments of teachers, common sense, and normative requirements can also be valid bases for action. The author points out that an over-reliance on research knowledge is unwarranted, for it is time-bound, theory-dependent, and selective. It is suggested that the question of knowledge use in teacher education and teaching can be addressed in its proper context, namely, the striving for practical wisdom. Practical decisions, however, are stated to have a necessary element of arbitrariness, and this arbitrariness that affects teaching practice calls for thought--observation, reflection, experiment, and revision. It is posited that the science of research is organized for the discipline of second thoughts and the quickening of new ones; it is concluded that the quest for knowledge utilization misreads the intelligence of research. The value of research knowledge to teachers and teacher educators, it is stated, lies primarily in the scientific ethos and in processes of inquiry, and only secondarily in the facts researchers lay claim to. (Author/JD)
Descriptors: Change Agents, Decision Making, Educational Research, Higher Education, Information Utilization, Knowledge Level, Research Utilization, Teacher Behavior, Teacher Effectiveness, Teaching Experience, Teaching Methods
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00).
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Note: Earlier version presented at the World Assembly of the International Council on Education for Teaching (30th, Washington, D.C., July 1983). For related documents, see ED 237 502 and SP 023 946.