Unpacking teacher-researcher collaboration with three theoretical frameworks: a case of expansive learning activity?
2015 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 10, no 3, 603-619 p.Article in journal (Refereed) Published
Long association with a mathematics teacher at a Grade 4-6 school in Sweden, is basis for reporting a case of teacher-researcher collaboration. Three theoretical frameworks used to study its development over time are relational knowing, relational agency and cogenerative dialogue. While relational knowing uses narrative perspectives to explore the experiential and relational nature of collaboration; relational agency, draws on activity theory perspectives and identifies the change in the purpose of collaboration, from initially conducting classroom interventions to co-authoring research. Finally, cogenerative dialogue, deploys hermeneutic-phenomenological perspectives and investigates the dialogue that transpired between Lotta and the author, as they co-authored their research report. Such analysis sheds invaluable light on a case of expansive learning activity.
Place, publisher, year, edition, pages
2015. Vol. 10, no 3, 603-619 p.
Teacher-researcher collaboration, Relational knowing, Relational agency, Cogenerative dialogue, Expansive learning activity
IdentifiersURN: urn:nbn:se:umu:diva-92473DOI: 10.1007/s11422-014-9619-7OAI: oai:DiVA.org:umu-92473DiVA: diva2:740925
Two forum articles in the same issue of this journal, respond to this original article.
(1) Goff, W. & Veresov, N. (2015) Examining teacher-researcher collaboration through the cultural interface. 10(3), 621-627. DOI 10.1007/s11422-015-9665-9
(2) Wright, S. (2015) Relational agency from a teacher as researcher perspective. Cultural studies of science education. 10(3), 629-636. DOI 10.1007/s11422-015-9664-x2014-08-262014-08-262015-12-14Bibliographically approved