How can a clinical research approach contribute to knowledge-building for the teaching profession? |
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| Authors: | Jacquelien Bulterman-Bos |
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| Institution: | 1. Open Doors Education, Amsterdam, the Netherlands;2. Graduate School of Education, University of California, Berkeley, CA, USA |
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| Abstract: | This article explains what clinical research is and why it is necessary. The term ‘clinical’ refers to an academic way of solving practical problems. Clinical research starts from a view of science that not only acknowledges the value of rational analysis and empirical research, but also acknowledges the need for human skills and connoisseurship. In education, skills and connoisseurship can be developed by being responsibly engaged in classrooms. The (tacit) knowledge acquired in classrooms enables researchers to perceive more relevant factors in practice and enables them to understand the problems of teaching better. Clinical research is a type of action research in the sense that it acknowledges the epistemic function of doing, thus emphasizing the need for integrating scholarship and craftsmanship. |
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| Keywords: | Professional development practice-research partnerships clinical research common language for teaching action research lesson study learning study tacit knowledge connoisseurship reflection-in-action knowledge-action connection |
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