Putting Educational Research to Use through Knowledge Transformation. The Agency Comments.
Saved in:
| Title: | Putting Educational Research to Use through Knowledge Transformation. The Agency Comments. |
|---|---|
| Language: | English |
| Authors: | Desforges, Charles, Learning and Skills Development Agency, London (England). |
| Availability: | Learning and Skills Development Agency, 3 Citadel Place, Tinworth Street, London SE11 5EF, England, United Kingdom. Tel: 020 7840 5443; Fax: 020 7840 5401; Web site: http://www.LSagency.org.uk. |
| Peer Reviewed: | N |
| Page Count: | 13 |
| Publication Date: | 2001 |
| Document Type: | Opinion Papers Speeches/Meeting Papers |
| Descriptors: | Adoption (Ideas), Adult Learning, Definitions, Diffusion (Communication), Educational Practices, Educational Research, Foreign Countries, Knowledge Base for Teaching, Knowledge Level, Knowledge Representation, Learning Processes, Learning Theories, Models, Needs Assessment, Pedagogical Content Knowledge, Position Papers, Postsecondary Education, Professional Development, Research Needs, Research Utilization, Teacher Effectiveness, Teacher Improvement, Teaching Methods, Teaching Skills, Theory Practice Relationship, Transformative Learning |
| Geographic Terms: | United Kingdom (England) |
| ISBN: | 978-1-85338-651-0 |
| Abstract: | Educational research is distinctive inasmuch as it shares the moral objective of education, which is to help people make the best of themselves through processes of learning. Educational research is a service industry for education. As such, its contribution to the efficiency and effectiveness of educational processes can be increased by focusing on the idea of knowledge transformation. Knowledge transformation refers to an issue otherwise known as knowledge use, knowledge transfer, or knowledge application. The necessary conditions for productive knowledge transformation are as follows: a knowledge base; a problem definition related to the base; transformation/learning strategies involving various modes of representing "old" knowledge as well as acquisition of "new" knowledge; and appropriate motivation. To transform this general model to pedagogic research and the advancement of pedagogy, it is necessary to develop a model of the context of pedagogy. Teachers must transform research findings into on-site solutions in interaction with extant knowledge bases, professional expertise, and operating systems involving regulatory and accountability procedures. Education research should be designed and managed by teams containing cadres of educational workers with a shared commitment to following research through to action. Moreover, greater investment in urgency in educational research and in the learning process called transformation is needed. (MN) |
| Entry Date: | 2001 |
| Accession Number: | ED451373 |
| Database: | ERIC |
| Abstract: | Educational research is distinctive inasmuch as it shares the moral objective of education, which is to help people make the best of themselves through processes of learning. Educational research is a service industry for education. As such, its contribution to the efficiency and effectiveness of educational processes can be increased by focusing on the idea of knowledge transformation. Knowledge transformation refers to an issue otherwise known as knowledge use, knowledge transfer, or knowledge application. The necessary conditions for productive knowledge transformation are as follows: a knowledge base; a problem definition related to the base; transformation/learning strategies involving various modes of representing "old" knowledge as well as acquisition of "new" knowledge; and appropriate motivation. To transform this general model to pedagogic research and the advancement of pedagogy, it is necessary to develop a model of the context of pedagogy. Teachers must transform research findings into on-site solutions in interaction with extant knowledge bases, professional expertise, and operating systems involving regulatory and accountability procedures. Education research should be designed and managed by teams containing cadres of educational workers with a shared commitment to following research through to action. Moreover, greater investment in urgency in educational research and in the learning process called transformation is needed. (MN) |
|---|---|
| ISBN: | 978-1-85338-651-0 |
