Consequential Research Designs in Research on Teacher Education

Autor/inn/en	Bronkhorst, Larike H.; Meijer, Paulien C.; Koster, Bob; Akkerman, Sanne F.; Vermunt, Jan D.
Titel	Consequential Research Designs in Research on Teacher Education
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 33 (2013), S.90-99 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2013.02.007
Schlagwörter	Intervention; Cooperation; Educational Research; Educational Practices; Research Design; Teacher Education; Researchers + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Forschungsdesign; Lehrerausbildung; Lehrerbildung; Researcher; Forscher
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. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10