Consequential research designs in research on teacher education

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

Onderzoeksoutput: Bijdrage aan tijdschriftTijdschriftartikelAcademicpeer review

18 Citaten (Scopus)

Samenvatting

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.

Originele taal-2Engels
Pagina's (van-tot)90-99
Aantal pagina's10
TijdschriftTeaching and Teacher Education
Volume33
DOI's
StatusGepubliceerd - 1 jul 2013
Extern gepubliceerdJa

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