ERIC Number: ED423812
Record Type: RIE
Publication Date: 1999
Reference Count: N/A
The Practitioner-Researcher. Developing Theory from Practice. Jossey-Bass Higher and Adult Education Series.
This book examines the role of the professional practitioner-researcher and the relationship between practice, practical knowledge, and theory. It is divided into five parts. The three chapters of Part 1 review the emerging role of the practitioner-researcher, the education of professionals in light of the theory-practice relationship, and researching one's own practices. Part 2's three chapters discuss the nature of practice, reflective practice, and practical knowledge. Emphasis is on the view of knowledge as subjective and practical, leading to a distinction between knowledge and information. Part 3 suggests that research into practice must take the form of qualitative case studies, with documentary evidence linking the qualitative and quantitative. Individual chapters discuss case studies, action research, collaborative research, using documents, and small-scale surveys. The three chapters of Part 4 reconceptualize theory, stressing the importance of personal theory and describing the process from practice to theory and theory to practice. Finally, Part 5's three chapters look at the changes that are occurring in the relationship between education and the world of work and urges partnerships between higher education and the corporate university. (Contains approximately 150 references.) (DB)
Descriptors: Action Research, Case Studies, Classroom Research, Epistemology, Higher Education, Industry, Professional Education, Qualitative Research, Research and Development, School Business Relationship, Surveys, Theories, Theory Practice Relationship, Trend Analysis
Jossey-Bass Publishers, 350 Sansome St., San Francisco, CA 94104; Tel: 888-378-2537 (Toll Free); Fax: 800-605-2665; Web site: http://www.josseybass.com ($29.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Researchers
Authoring Institution: N/A