Why Close to Practice Is Not Enough: Neglecting Practice in Educational Research

Autor/in	Hordern, Jim
Titel	Why Close to Practice Is Not Enough: Neglecting Practice in Educational Research
Quelle	In: British Educational Research Journal, 47 (2021) 6, S.1451-1465 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3622
Schlagwörter	Educational Practices; Educational Research; Foreign Countries; Professional Associations; Accountability; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Ausland; Verantwortung
Abstract	This article draws on normative conceptualisations of practice to reconsider the relationship between educational research and educational practice, enabling a critical commentary on the recent British Educational Research Association statement on close-to-practice research. It is argued that the portrayal of practice in the research undertaken for the BERA statement is limiting, with a tendency to view educational practice as amounting to whatever activities current practitioners are involved in. Such a view can overlook practice purposes, accountabilities and dynamics, and elevate certain forms of knowledge production that ignore core educational concerns. Instead, it is suggested, educational research should reconsider its role within a normative conception of educational practice, with the aim of making educational research more educationally meaningful. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01