liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Lärares kunskapsutnyttjande i praktiken: Ett personligt och kontextuellt perspektiv på vardagskunskap och forskning
Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences.
1997 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

Teachers' knowledge-utilisation is the main subject of this dissertation and attention is payed to connections between theory and practice. This focus also includes the environment in which the thinking and acting teacher has to interact. The intention is to understand under which circumstances the practitioner works and utilise theory-oriented or research based knowledge as well as more ordinary knowledge in school. The aim is to increase the understanding of how knowledge is received, generated or regenerated and locally utilised. It is principally an exploratory study.

This study is based on 33 interviews with eleven active teachers in four primary schools and one secondary school during the school year 1993/94, in one local community in the south of Sweden and a survey (1994) based on questionnaires with 127 answering teachers from four of the five schools mentioned above three primary schools and one secondary school.

The results show that there are three main areas in the system of utilisation, namely teachers' knowledge, teachers' practice and usable knowledge. Teachers' knowledge is personally constructed and often specifically directed towards the pupils or their relation to subjects or teaching. The context, i.e. teachers' practice often has an abundance of stimuli in combination with a high level of unpredictability. Usable knowledge is often concrete, recognizable and adjusted to teachers' practical work. In between these three main areas teachers carry on an active dialogue. This system of knowledge-utilisation characterizes the dynamics and the tensions between the components - they all contribute actively to the process of utilisation.

Place, publisher, year, edition, pages
Linköping: Linköpings universitet , 1997. , 244 p.
Series
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 53
National Category
Pedagogy Learning
Identifiers
URN: urn:nbn:se:liu:diva-143148Local ID: LiU-IPP-STU--53--SEISBN: 9172190183 (print)OAI: oai:DiVA.org:liu-143148DiVA: diva2:1159243
Public defence
1997-10-16, Eklundska salen, Campus Valla, Linköping, 13:00 (Swedish)
Available from: 2017-11-22 Created: 2017-11-22 Last updated: 2017-12-06Bibliographically approved

Open Access in DiVA

No full text

By organisation
Department of Education and PsychologyFaculty of Educational Sciences
PedagogyLearning

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 2 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf