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- Rovio-Johansson, Airi, 1939, et al.
(författare)
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Exploring Students’ Choice of Theories as Tools in Problem-Solving: A Pilot Study
- 2022
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Ingår i: International Journal of Teaching and Learning in Higher Education. - 1812-9129. ; 33:2, s. 225-234
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to explore why work-experienced students with up to 20 years of experience may not change their perception of professional practice when subsequently participating in practice-based learning programmes in higher education. We investigated the role of the degree of codification as operationalisation in how students choose theories to solve a practical management problem. When selecting a theory, work-experienced students may overlook the degree of codification in the theory that enables its use as an analytical tool. Previous research on novices or work-experienced students has not investigated their learning outcomes considering the features of theories students need to apply. Research findings indicate that students’ understanding of theories affects their selection of theories and their problem-solving practice. This study extends previous research on work-experienced students’ learning and contributes to the international discussion on why work-experienced students encounter difficulties in professional and practice-based learning in higher education.
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- Rovio-Johansson, Airi, 1939
(författare)
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Reinvestigating the theory and practice gap in Participatory Educational Research
- 2020
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Ingår i: International Journal for Lesson and Learning Studies. - 2046-8253. ; 9:1, s. 1-10
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Tidskriftsartikel (refereegranskat)abstract
- Purpose/aim - The aim of this paper is to open a reinvestigation of the theory and practice gap and its consequences for teachers’ participation in research into their own practice. Further, to explore if the gap is partly an artefact of the underlying epistemology made visible in the institutional practices of education and teacher training and in participatory educational research. Accordingly, the overarching purpose is to gain deeper understanding of classroom teaching as participatory educational research. Design/methodology/approach - By revealing contrasting features of different theoretical frameworks applied in case studies, the paper contributes to the illumination of how to bridge the gap between theory and practice and reveals how some of the case studies accomplish research with teachers and research on teachers in varying degrees in research processes. Findings - Teachers’ roles in case studies vary due to (a) the applied theoretical research approach and (b) due to different phases of the research process. Findings suggest that the theory and practice gap is complex and that classroom teaching is a multi-disciplinary activity related to a great number of contextual factors. The gap is possible to bridge in some of the steps in the research process. Findings from a meta-study of 45 lesson studies (Whitney, 2019) indicate that results from these studies were shared with few teachers and schools outside the local school context. Originality/value - The paper provides insights into participatory educational research from teachers’ perspectives and researchers’ varying perspectives.
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