Consequential research designs in research on teacher education |
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Institution: | 1. Department of Education, Stockholm University, 106 91 Stockholm, Sweden;2. School of Education, Culture and Communication, Box 883, Mälardalen University, 72123 Västerås, Sweden;3. Østfold University College, Norway |
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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. |
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