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Can public knowledge be created through practitioner research?: Learning studies and variation theory as mechanisms and strategiesbbehind knoeledge production in practitioners´research
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
Göteborgs universitet.
Jönköping university.
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

In this paper, we address the question if teachers’ collaborative research can produce practice- based knowledge relevant beyond the borders of the local school context. It has been argued that teachers’ collaboration in professional learning communities (PLC) are aiming at practical innovations and change foremost in teacher learning, and thereby do not strive to create public practical knowledge beyond the borders of the local school. The purpose of this paper is to discuss a particular type practitioner research in schools, a type of theory-based lesson study, that have shown to have potential of creating knowledge products that enhance student learning that also are sharable between teachers.

Place, publisher, year, edition, pages
2017.
Keyword [en]
pratitioner research, variation thory, learning studies, lesson studies
National Category
Social Sciences Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:ltu:diva-65928OAI: oai:DiVA.org:ltu-65928DiVA, id: diva2:1146570
Conference
17th Biennial EARLI 2017, Tampere, Finland, 29 aug-2 sep 2017
Available from: 2017-10-03 Created: 2017-10-03 Last updated: 2017-11-24Bibliographically approved

Open Access in DiVA

fulltext(210 kB)18 downloads
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Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf