Messy Collaboration: Learning from a Learning Study

Autor/inn/en	Adamson, Bob; Walker, Elizabeth
Titel	Messy Collaboration: Learning from a Learning Study
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 1, S.29-36 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.06.024
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; College School Cooperation; Epistemology; Conflict; Problems; Program Effectiveness; Program Implementation; Participatory Research; Teacher Educators; Teachers; Politics of Education; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Erkenntnistheorie; Konflikt; Problemsituation; Forschungstätigkeit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrer; Lehrerin; Lehrende; Educational policy; Bildungspolitik; Hongkong
Abstract	Messy collaboration refers to complexity, unpredictability and management dilemmas when educators work together. Such messiness was evident in a Hong Kong English Learning Study, a structured cyclical process in which teachers and researcher-participants from a teacher education institution work collaboratively on effective student learning. This paper describes and analyses the collaboration from a micropolitical perspective using multiple participant-voices, including that of one who experienced the collaboration differently from the others. The analysis explores some reasons for the messiness of the collaboration, addresses the epistemological tensions, and considers ways to shift the collaboration towards one that facilitates innovation and learning. (Contains 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10