ERIC Number: EJ815150
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 51
Will a Clinical Approach Make Education Research More Relevant for Practice?
Bulterman-Bos, Jacquelien A.
Educational Researcher, v37 n7 p412-420 2008
The way in which researchers view education differs fundamentally from the way in which teachers view education. These different outlooks are (partly) a consequence of the different work roles of researchers and teachers. This article explores the question of whether it is really inevitable that research and practice each establish different views of education. The author shows that the definition of the role of researchers draws heavily on a dualistic view that separates knowledge from skill and detaches human intellectual faculties from other human faculties. Although such dualistic notions are highly contested nowadays, they are institutionalized in the definition of the work of researchers and the purpose of research. The contribution of this article lies in the presentation of a unifying framework in which the views of teachers and researchers can be (at least partially) reconciled in the context of clinical research practice. (Contains 1 note.)
Descriptors: Self Efficacy, Researchers, Teaching Methods, Educational Research, Teacher Role, Teacher Attitudes, Educational Attitudes, Guidelines, Research Methodology, Theory Practice Relationship, Teacher Characteristics
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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