[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] In the “standard” physics education research curriculum-development model, researchers are cast primarily as producers of curricula and instructors are cast primarily consumers, i.e., adopters and adapters. We illustrate a complementary model in which researchers’ curricular modules, and also their “pure” research unattached to curriculum development, can serve as instructionally generative fodder that inspires and loosely guides instructors in creating their own curricular materials. Drawing on experiences from our graduate student days, we show how particular curricula and research papers influenced our curriculum development and instruction in particular ways. We then argue that the physics education ecosystem could benefit if researchers were more intentional about creating potential instructionally generative fodder, and we suggest ways to do so. Although not intended to replace the standard curriculum-development model, which has a history of producing effective tutorials and other curricular modules, our alternative model casts the researcher and instructor as co-equal contributors to the research-based yet creative process of curriculum generation.

中文翻译：

---

重新思考教师与物理教育研究者之间的关系

[本文是《课程开发重点集：从理论到设计》的一部分。]在“标准”物理教育研究课程开发模型中，研究人员主要是课程的生产者，讲师主要是消费者，即采用者和学习者。适配器。我们举例说明了一种补充模型，在该模型中，研究人员的课程模块以及与课程开发无关的“纯”研究可以用作指导性生成的饲料启发并宽松地指导教师创建自己的课程材料。借鉴研究生时代的经验，我们将展示特定的课程和研究论文如何以特定的方式影响我们的课程开发和教学。然后，我们认为，如果研究人员更加有意创建潜在的教学生成性饲料，那么物理教育生态系统可能会受益，并且我们建议这样做的方法。尽管不打算取代标准的课程开发模型，该模型具有产生有效的教程和其他课程模块的历史，但我们的替代模型使研究人员和讲师成为基于研究但又富有创造力的课程生成过程的同等贡献者。