Research‐capacity building, professional learning and the social practices of educational research
Research‐capacity building, professional learning and the social practices of educational research
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研究能力建设、专业学习和教育研究的社会实践
DOI：
10.1080/01411920701582447
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发表时间：
2007
影响因子：
2.3
通讯作者：
Chris Taylor
中科院分区：
文献类型：
--
作者：
G. Rees;S. Baron;Ruth Boyask;Chris Taylor
在过去的几年里，在教育研究和更广泛的社会科学研究中，有许多尝试改变研究实践的特征。特别是，通过一系列旨在重组专业学习的“研究能力建设”倡议，已经有了系统的努力来解决研究实践中发现的缺陷。在本文中，作者从实证的角度探讨了不同的专业学习模式在教育研究的社会实践中的作用。这些考虑导致了这样的结论：目前主导的研究能力建设方法是基于对显著影响教育研究人员专业学习的困难的低估，从而改变了教育研究的实践。反过来，对这些形式的研究能力建设的更现实的期望表明，需要开发承认……
There have been numerous attempts in the past few years within education research—and social science research more generally—to alter the character of research practice(s). In particular, there has been a systematic effort to address perceived shortcomings in research practice through a series of ‘research‐capacity building’ initiatives, aimed at the restructuring of professional learning. In this article the authors explore empirically the ways in which different modes of professional learning are implicated in the social practices of education research. These considerations lead to the conclusion that the currently dominant approaches to research‐capacity building are based on an underestimation of the difficulties in influencing the professional learning of educational researchers significantly and, thereby, changing the practices of educational research. More realistic expectations of these forms of research‐capacity building, in turn, suggest the need to develop alternative approaches that acknowledg...