Drawing on Practitioner Knowledge to Enrich and Inform: Educating Doctoral Students With Backgrounds in Teaching

• In Event: 60.083 - Roundtable Session 19
  In Roundtable Session: 60.083-12 - Innovation in Doctoral Education Practice

Abstract

This conceptual paper argues that doctoral students in education who bring substantial classroom teaching experience to their programs have unique contributions to make toward understanding how theory intersects with practice. By framing tensions around institutional status, learning objectives, and priorities in situated learning theory and cultural-historical activity theory, the authors suggest how university faculty can support P-12 practitioners in the transition to doctoral study. Implications are for drawing on practitioner knowledge to enrich and inform doctoral study and research.

Authors

• Karen Elizabeth Lafferty, Poway Unified School District

• Jessica Tunney, University of California - Irvine