Forskningscirkler som praksisnær forskning

Abstract

The article discusses the interrelation of practice-based knowledge and research-based knowledge in research circles where practitioners and researchers interact. It analyses the competence development of the practitioners as part of the interplay. The results show that the practitioners develop and implement practice-based knowledge. The teachers are keen on obtaining research-based knowledge. The practitioners use the research-based knowledge as a conceptual framework and use the theoretical concepts to describe practice. However, only in few situations the practitioners apply research-based theoretical knowledge to explain their actions.