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The purpose of this paper is to gain a better understanding of the processes involved in transferring knowledge into action. Obviously an interesting subject of research, it is worthwhile delving into the role played by knowledge brokers in bridging the gap between research and practice. This paper investigates the relationship between organizational climate and brokers’ knowledge transfer activities. The structural equation model was tested, using survey data from 301 respondents who primarily carry out their professional activities in health services, such as knowledge brokers. The results suggest two major findings: first, that the organizational climate as a multidimensional concept has a direct positive impact on the brokers’ knowledge transfer activities; secondly, that the organizational climate, characterized by the autonomy granted to brokers and a cooperative climate play an indirect role in affecting the knowledge transfer activities through the mediation of the organizational support provided to brokers. 相似文献
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This article argues that the Socratic Dialogue in the Nelson and Heckmann tradition will prove a considerable contribution in training teachers. A review of the literature and empirical research supports the claim that the Socratic Dialogue promotes student teachers' interpersonal sensitivity while stimulating conceptual understanding. The article provides a new definition of the Socratic Dialogue and introduces the idea of common concept formation. A concrete Socratic Dialogue in the context of teacher education is discussed by way of illustration. Finally we suggest a manner of integrating Socratic Dialogue in teacher education and propose a line of further research. 相似文献
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Makram Zghibi Hajer Sahli Mohamed Jabri Samira Ouelhezi Noomen Guelmemi Nathalie Wallian 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(6):751-769
How girls and boys take decisions in the presence and absence of a teacher – This work is part of an innovative approach to physical and sports education in Tunisia, and team sports in particular. It uses language studies carried out within the framework of this teaching both to generate a reflective attitude on the part of students, and to identify the effect of gender as a variable in the ways in which they make decisions. Discourse analysis highlights the importance of language output by girls and boys in football teaching when a teacher is present or absent. The teacher is an institutional authority who imposes specific uses of language, and when he/she is absent, emotional tensions predominate and may reflect the repression of ideas that occurs when the teacher is present. Although girls appear to take part in the discussion, their utterances are fewer in number, and their analytical statements less effective than those of boys. Girls never gain the upper hand over boys. The study also suggests a redefinition of social role divisions on the basis of gender – masculinity and femininity. 相似文献
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Dealing with ethnic and linguistic diversity is one of the major challenges in today’s education. Therefore, the formulation of competencies for teachers and teacher training should take into account the specific requirements of teaching in multicultural schools. In 2002, a series of small‐scale studies were conducted to identify and formulate teachers’ communicative competencies in multicultural classes through a mixture of instruments and data sources. The studies aimed at providing recommendations for improving these competencies through teacher education and professional development. This study reports on the multiple instruments used to study the practical knowledge and behaviour of experienced teachers in multicultural schools by discussing research evidence from a series of case studies from primary and secondary education. These case studies explored teachers’ knowledge, beliefs and behaviours in creating healthy teacher–student relationships as well as making lesson content accessible for all students, including students with limited language skills. The findings show how small‐scale studies with multiple data collection techniques can help in providing an empirical foundation for the formulation and specification of teacher competencies in multicultural settings. Based on our findings, we argue that by conducting multiple investigations in different settings, using a variety of instruments and by interpreting this data from different communicative domains, a valid, reliable and complete picture of teachers’ scientific competencies can be obtained. 相似文献
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