Consequential research designs in research on teacher education

Larike H. Bronkhorst, Paulien C. Meijer, Bob Koster, Sanne F. Akkerman, Jan D. Vermunt

Research output: Contribution to journalArticleAcademicpeer-review

16 Citations (Scopus)

Abstract

Collaboration between researchers and educators in conducting intervention research is increasingly common, as such collaboration is assumed to benefit educational practice. Alternatively, in this study, we explore the consequences of such collaboration on research quality. Based on our analysis of a year-long collaboration in formative intervention research, we find that educators experienced their own position as agent, the researcher's position as learner and the research itself as integrated, as being different from previous experiences in research. The educators indicate that these differences are consequential for their engagement in the research. We discuss how this, in turn, might benefit research quality.

Original languageEnglish
Pages (from-to)90-99
Number of pages10
JournalTeaching and Teacher Education
Volume33
DOIs
Publication statusPublished - 1 Jul 2013
Externally publishedYes

Keywords

  • Collaboration
  • Formative intervention research
  • Teacher education

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