Cookies

We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.


Durham Research Online
You are in:

Bounded decision-making, teachers’ reflection, and organisational learning : how research can inform teachers and teaching.

Cain, T and Brindley, S and Brown, C and Jones, G and Riga, F (2019) 'Bounded decision-making, teachers’ reflection, and organisational learning : how research can inform teachers and teaching.', British educational research journal. .

Abstract

Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision‐making, teachers’ reflection and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners

Item Type:Article
Full text:Publisher-imposed embargo until 22 December 2020.
(AM) Accepted Manuscript
File format - PDF
(264Kb)
Status:Peer-reviewed
Publisher Web site:https://doi.org/10.1002/berj.3551
Date accepted:07 June 2019
Date deposited:05 September 2019
Date of first online publication:28 June 2019
Date first made open access:22 December 2020

Save or Share this output

Export:
Export
Look up in GoogleScholar