Download PDF by Karin Rönnerman, Petri Salo (eds.): Lost in Practice: Transforming Nordic Educational Action

By Karin Rönnerman, Petri Salo (eds.)

ISBN-10: 9462097224

ISBN-13: 9789462097223

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These and other manifestations can be seen as plots of different and contrasting stories, both the social-democratic and PKR ones and the neo-liberal and neopositivist, the latter accentuating a narrow, instrumental understanding of evidencebased research and practice. Our main source for this chapter, Erling Lars Dale, has formulated a critique of what he sees as tendencies towards an unwarranted skepticism within the PKR towards research methodologies. Whereas Løvlie’s position was that science disempowers and alienates the practising teacher, Dale, referring to Dewey and Habermas, sees science as a tool that enables practitioners to obtain critical distance and liberate themselves from the inadequacies of traditions.

T. ), Pedagogikk og lærerprofesjonalitet. Oslo: Gyldendal Akademisk. Kvernbekk, T. (2011). The concept of evidence in evidence-based practice. Educational Theory 61(5), 515–532. , & Rönnerman, K. (2014). The practice of peer group mentoring – traces of global changes and regional traditions. In K. Rönnerman, & P. ), Lost in Practice: Transforming Nordic Educational Action Research. Rotterdam: Sense Publishers. , & Handal, G. (2004). Kollegaveiledning i skolen (Professional guidance in schools).

He develops a different and more pragmatic way of looking at knowledge translation. His position is closer to pragmatic institutionalism, which takes organizational theory closer to practice and aims to inform and analyse practice in organizations. He builds his theory on classical pragmatism, as developed by Charles Pierce, William James, and John Dewey, and later on by neo-pragmatists, among them Richard Rorty. e. ideas) and the reality itself. Dewey’s philosophy builds on the assumption that the two worlds (ideas and reality) do not exist independently of each other, but relate to and interact with each other continuously.

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Lost in Practice: Transforming Nordic Educational Action Research by Karin Rönnerman, Petri Salo (eds.)


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