Towards a “practice-based evidence” approach. The relational expertise model to promote public engagement between research and educational practice

In this contribution, it is proposed a methodological reflection about the public engagement of university researchers, considered as an emergent field of inquiry in the educational sciences. To promote effective and lasting University-Community partnership, it is proposed the “Relational expertise” model as respectful of the professional competencies in the educational services. Relational expertise relies on the sociocultural theory of learning, and it requires the identification of a shared unit of analysis as the point of reference for discussion about daily educational practices, to promote an increased participation in social life. Accordingly, a methodological approach is worked out to gather evidence that makes visible the complexity of the educational interactions in the different contexts of daily practices, where the control of variables is impossible. The practice-based approach is alternative to the “evidence-based policy and practice” since the former gathers evidence saturated with the contextual realities that mediate professional expertise. A case study of University-Community engagement is presented to point out the educational interactions in the existing conditions of an after-school practice as a shared unit of analysis, as well as the nature of evidence generated.

In this contribution, it is proposed a methodological reflection about the public engagement of university researchers, considered as an emergent field of inquiry in the educational sciences. To promote effective and lasting University-Community partnership, it is proposed the “Relational expertise” model as respectful of the professional competencies in the educational services. Relational expertise relies on the sociocultural theory of learning, and it requires the identification of a shared unit of analysis as the point of reference for discussion about daily educational practices, to promote an increased participation in social life. Accordingly, a methodological approach is worked out to gather evidence that makes visible the complexity of the educational interactions in the different contexts of daily practices, where the control of variables is impossible. The practice-based approach is alternative to the “evidence-based policy and practice” since the former gathers evidence saturated with the contextual realities that mediate professional expertise. A case study of University-Community engagement is presented to point out the educational interactions in the existing conditions of an after-school practice as a shared unit of analysis, as well as the nature of evidence generated.

Parole chiave:; public engagement; relational expertise; unit of analysis; qualitative inquiry; contextualized evidence; afterschools

Paolo Sorzio, Towards a “practice-based evidence” approach. The relational expertise model to promote public engagement between research and educational practice in "EDUCATION SCIENCES AND SOCIETY" 1/2025, pp 246-258, DOI: 10.3280/ess1-2025oa19571