Mapping situations in classroom and research: eight types of instructional-learning episodes

The results of educational research are relevant for professional teachers. It is difficult however to promote reflective theory and strategy change in professionals. A summary is given of factors that inhibit acceptance, incorporation and application of new ideas that are inconsistent with prior beliefs. This article is focused on one requirement for reflective conceptual change, that is the need to map the situations that teachers are confronted with in their classrooms onto situations that are subjected to educational research. A classification of instructional-learning episodes is presented as an instrument to facilitate this mapping. This instrument is outlined and elaborated. The potential use of the instrument as a tool in teacher training and further research is discussed.