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- W2011569651 abstract "Educational researchers have increasingly paid attention to how practitioners can access and utilize research knowledge, but the field still has been unable to create a research tradition and corresponding diffusion model that directly and uniformly influences teachers' practice. One reason for this is the contested status of teaching as a profession and the competing interests, as well as clashing research assumptions, about knowledge in education. This article explores the field of medical education research to understand, from a comparative approach, how members of an established profession use research knowledge to increase expert practitioner skill. Based on a comparison that considers the fundamental differences in education and medicine, the article calls for the unification of a scholarly community that provides tangible theory and evidence that can be explicitly used by professors of education, student teacher supervisors, instructional coaches, professional development providers, and teachers to..." @default.
- W2011569651 created "2016-06-24" @default.
- W2011569651 creator A5011041708 @default.
- W2011569651 date "2012-12-01" @default.
- W2011569651 modified "2023-09-26" @default.
- W2011569651 title "Unlearning and Relearning from Medical Education Research: Teacher Education Research in the Pursuit of Teacher Professionalism" @default.
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- W2011569651 doi "https://doi.org/10.1080/01626620.2012.712743" @default.
- W2011569651 hasPublicationYear "2012" @default.
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