Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22456
Title: 
Authors: 
Subjects: 
Learning innovation
Educational innovation
Change
Stakeholder
Teacher learning
Issue Date: 
2019
Citation: 
Koh, E., & Lee, S.-S. (2019). Learning innovations from research to practice: Dilemmas in the field. Learning: Research and Practice, 5(1), 87-92. https://doi.org/10.1080/23735082.2019.1584449
Abstract: 
Educational research has been at the forefront of educational transformation by examining how learning occurs and enabling ways of learning notably through designing and implementing learning innovations. However, learning innovations are complex. There are multiple embedded contexts involving classrooms, schools, communities, homes and the wider education landscape. This article is a reflection from two researcher-innovators who have partnered with schools and teachers in their innovation and change journeys in Singapore. We have encountered several tensions amongst teachers and raise three of those dilemmas relating to stakeholder perspectives, sustainability and the customisation of the innovation. Learning innovations in the field, while creating various dilemmas for the key teacher stakeholder, translates research to practice and enables teachers to learn and grow their professionalism. An effortful resolution is required.
Description: 
This is the final draft, after peer-review, of a manuscript published in Learning: Research and Practice. The published version is available online at http://www.tandfonline.com/10.1080/23735082.2019.1584449
URI: 
ISSN: 
2373-5082 (print)
2373-5090 (online)
DOI: 
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

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