Work-Based Knowledge, Evidence-Informed Practice and Education

Dados Bibliográficos

ID8406257
AutoresJames Avis (0000-0002-7404-938X, University of Wolverhampton, autor correspondente)
Ano2003
Volume51
Fascículo4
Páginas369-389
Data de publicação2003-12-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoBritish Journal of Educational Studies (JOURNAL)
Identificadores do periódicoISSN: 0007-1005 • E-ISSN: 1467-8527
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1046/j.1467-8527.2003.00244.x
OpenAlexW1972165531
IdiomaEN
Citações recebidas5
Referências citadas22

This paper starts from an examination of an epistemological framework that underpins practice in particular educational contexts. It examines work-based knowledge, relating this to practitioner research and evidence informed practice. This is followed by an exploration of arguments that call for increased rigour in educational research as well as the use of systematic reviews. The paper examines tensions within educational research located in particular institutional contexts which draw upon ‘post-modern’ conceptualisations of practice, setting these against research concerned with generalisability that veers towards traditional positivist claims. The paper concludes by suggesting that such arguments readily fold back into a conservative empiricism and a more appropriate position should be based upon dialogue across a range of constituents. However, such a notion needs to recognise social antagonism as well as aspirations towards the deepening of notions of social justice

Alternative medicine · Engineering ethics · Evidence-based practice · Medical education · Pedagogy · Work (physics) · Higher Education and Employability · Higher Education Learning Practices · Innovative Education and Learning Practices · Medicine · Psychology