The relationship between research and educational practice as an object of research and commitment. International scientific contributions and open questions

Abstract

The relationship between educational research and practice has been under discussion for many years and has led fruitful methodological innovations. However, the daily routine of professional contexts still offers plenty of scope for improvement. This paper examines the complexity of this relationship and examines it in the light of international debate and research. From this analysis the different priorities and the different validity criteria connected with the two spheres of action emerge, with particular reference to the quality of knowledge. The epistemological nature of educational knowledge as implicated knowledge is one of the main factors of its difficult positioning in the traditional categories of scientific research, with significant repercussions on the criteria for its validation.