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ERIC Number: EJ832197
Record Type: Journal
Publication Date: 2007-Dec
Pages: 21
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1175-8708
A Collaborative Dialogue--Research in Dutch Language Education
Van de Ven, Piet-Hein
English Teaching: Practice and Critique, v6 n3 p112-132 Dec 2007
In order to address a perceived gap between academic knowledge and education, The Dutch National Advisory Board on Education has suggested that there is a need for more communication between research and practice. For me the gap is more than simply a matter of lack of communication, than a result of the model of Research, Development and Diffusion implicitly privileged by the Board. This model is characterised by an objectivistic epistemology, a supposedly neutral ethics, and a view that knowledge is something that should be transmitted to the teaching profession, not something that teachers might actively construct themselves. In my research I work with an interpretative epistemology, which is still not always accepted in the Netherlands. I opt for the "transformation of understandings" instead of "transmission of knowledge". I opt for an explicit ethical research perspective, which takes into account the perspectives of practitioners, as well as the need for academic work to be socially relevant and beneficial. Before all else, my research starts with the problems experienced by teachers, by the questions which they have to pose. I see educational innovation as a process of professional development, stimulated by collaborative dialogue between (amongst others) teachers, students and researchers. In this paper I focus on a research project with six teachers of Dutch language and literature. I show how the research project supported teachers in solving their problems, and--crucially--facilitating their learning. The project was not, however, completely successful in gaining critical insight in teachers' positions and reaching some deeper understanding of educational innovation, and in my concluding reflections I raise questions about how these dimensions might be addressed. (Contains 8 footnotes and 1 figure.)
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands