<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The transfer of research findings into teaching practice is often defined as a mutual exchange process between research and teaching practice. In the exchange and handling of new findings, the implicitaction-guiding orientations of teachers in particular are highly important. The present study is dedicated to reconstructing these orientations of teacher trainers of geography, who, as educators of trainee teachers in the second practical phase of the German teacher training system, occupy a unique position between research and teaching practice. Using the documentary method, different orientations of the teacher trainers were reconstructed through multiple group discussions. These were conducted in the context of a one-year training series on new insights into China’s innovation-based economic development. These orientations move along a continuum between instruction and co-construction. From these findings, important insights for future transfer research and practice can be derived.</p>
</abstract>

The transfer of research findings into teaching practice is often defined as a mutual exchange process between research and teaching practice. In the exchange and handling of new findings, the implicitaction-guiding orientations of teachers in particular are highly important. The present study is dedicated to reconstructing these orientations of teacher trainers of geography, who, as educators of trainee teachers in the second practical phase of the German teacher training system, occupy a unique position between research and teaching practice. Using the documentary method, different orientations of the teacher trainers were reconstructed through multiple group discussions. These were conducted in the context of a one-year training series on new insights into China’s innovation-based economic development. These orientations move along a continuum between instruction and co-construction. From these findings, important insights for future transfer research and practice can be derived.

Knowledge Transfer in Geography - Reconstructing implicit orientations of Teacher Trainers in exchange processes with researchers using the example of the subject Geography

Research in Subject-matter Teaching and Learning (RISTAL)

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

The transfer of research findings into teaching practice is often defined as a mutual exchange process between research and teaching practice. In the exchange...

Knowledge Transfer in Geography - Reconstructing implicit orientations of Teacher Trainers in exchange processes with researchers using the example of the subject Geography

Publié en ligne: 03 janv. 2023

Pages: 125 - 143

DOI: https://doi.org/10.23770/rt1859

Mots clés
knowledge transfer, theory-practice Gap, documentary method, implicit orientations, Teacher Trainer of Geography

© 2022 Lasse Jakobs et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Knowledge Transfer in Geography - Reconstructing implicit orientations of Teacher Trainers in exchange processes with researchers using the example of the subject Geography

Publié en ligne: 03 janv. 2023

Pages: 125 - 143

DOI: https://doi.org/10.23770/rt1859

Mots clésknowledge transfer, theory-practice Gap, documentary method, implicit orientations, Teacher Trainer of Geography

© 2022 Lasse Jakobs et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Mots clés
knowledge transfer, theory-practice Gap, documentary method, implicit orientations, Teacher Trainer of Geography