Knowledge Transformation via Dialog: The Perspectives of Practitioners in Early Childhood Education
Keywords:
Knowledge transfer, Early education, Knowledge transformation, Group discussions, Research-practice dialogAbstract
Knowledge transfer, understood as the collaborative transformation of knowledge through practice and research, demands dialogue among the participants. This involves the exchange of not only knowledge but also behavioral and interpretative patterns. A content analysis of five group discussions conducted in early childhood education and care centers unveils that practitioners primarily highlight existing barriers to productive dialogue between research and practice. These barriers include the perceived lack of practical relevance in research, a vague conception of research, and a hostile relationship between the two domains. Addressing these diverse needs for action is pivotal for achieving sustainable, practice-oriented development and fostering the necessary connectivity among the participants.
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