The conditions for the successful use of research results by teachers: reflections on some innovations in France

Abstract : Although numerous claims are made about the necessity for research to improve teaching and learning practices, links between research and teaching are still tenuous. Therefore we argue that the issue of linking research to practice should be tackled in a different way than in the past. Research knowledge in education should consider teachers and school leaders prior to being disseminated, in order to be shaped according to the complexity of educational practice. We illustrate our theory with several experiences of the French Institute of Education, including the organisation of a range of consensus conferences to better link research results, practices and policy.
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Article dans une revue
European Journal of Teacher Education, Taylor & Francis (Routledge), 2016, Issue 5: Mobilising research knowledge for teaching and teacher education, 39, pp.577-587. 〈http://www.tandfonline.com/toc/cete20/current〉. 〈10.1080/02619768.2016.1260117〉
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https://hal-ens-lyon.archives-ouvertes.fr/ensl-01561139
Contributeur : Olivier Rey <>
Soumis le : mercredi 12 juillet 2017 - 13:59:24
Dernière modification le : jeudi 13 juillet 2017 - 01:06:17

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Olivier Rey, Marie Gaussel. The conditions for the successful use of research results by teachers: reflections on some innovations in France. European Journal of Teacher Education, Taylor & Francis (Routledge), 2016, Issue 5: Mobilising research knowledge for teaching and teacher education, 39, pp.577-587. 〈http://www.tandfonline.com/toc/cete20/current〉. 〈10.1080/02619768.2016.1260117〉. 〈ensl-01561139〉

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