Inter-Professional Collaboration in Action Research

Autor/inn/en	Leeman, Yvonne; van Koeven, Erna; Schaafsma, Frank
Titel	Inter-Professional Collaboration in Action Research
Quelle	In: Educational Action Research, 26 (2018) 1, S.9-24 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2017.1301827
Schlagwörter	Action Research; Interprofessional Relationship; Teacher Educators; Teacher Researchers; Vocational Education Teachers; Teacher Collaboration; Professional Education; Instructional Innovation; Student Behavior; Classroom Techniques; Teaching Methods; Reading Materials; Faculty Development; Reading Skills; Self Esteem; Foreign Countries; Interviews; Observation; Netherlands + Suchen Sie Ihr Suchwort? Projektforschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerforschung; Ausbilder; Lehrerkooperation; Berufsausbildung; Educational Innovation; Bildungsinnovation; Student behaviour; Schülerverhalten; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Self-esteem; Selbstaufmerksamkeit; Ausland; Interviewing; Interviewtechnik; Beobachtung; Niederlande
Abstract	This article describes an example of inter-professional action research conducted by teachers and university-based researchers/teacher educators in a vocational college in the Netherlands. The research was aimed at the professional learning of the teachers on their pedagogical approach to a new curriculum initiative. Despite a difficult context in the Netherlands for a type of action research in which teachers and researchers work in democratic collaboration on the improvement of teaching practices, this inter-professional collaboration worked out well. The participants worked, inspired by shared commitment towards the students, as equal partners. In the findings and conclusion insights developed about key elements for inter-professional collaborative research, such as the importance of common relevance, shared responsibility for the research and mutual trust and respect for differences in professional identities and working conditions are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01