Communicating Real-Life Classroom Innovations as Research
This is a narrative account of a particular teacher redefining his educational task through communication with research experts and colleagues. It ends with the suggestion that formal theoretical research communications about professional practice constitute a network operating and interacting with two other networks. One is the professional’s self-communicating and self-defining activity with a task and a problem. The other is essentially a validation and generalisation effort, driven by task-defining messages that are constantly sent and received in the actions of networks of professional colleagues – communications that can be promoted, planned and formalised to foster further developments and refinements of practice, pedagogical or otherwise. Research for practice should keep in view all these interacting networks.
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