Improving learning through professional development : how can education research support teachers ?

Coralie DELHAYE, Stanford University, USA [CA]

RÉSUMÉ

Educational partnerships where researchers and practitioners, among others, work closely to promote pedagogic, didactic and linguistic excellence, are growing in popularity. Such collaborations often aim to improve students’ learning by ameliorating the quality of instruction, through teachers’ professional development (PD).

This presentation’s focus question is how can PD partnerships lead to a better knowledge of which practices will improve learning ? To answer that question, I discuss a rationale, referring to epistemological considerations about such knowledge, and I argue that educational research can support its development.