Exploring Roles in Teacher-Researcher Collaboration: Examples From a Swedish Research-Practice Partnership in Education

• In Event: Partnering With Teachers: Changing Practice and Promoting Agency

Abstract

This paper aims to expand our understanding of teacher–researcher collaboration with an emphasis on what constitutes the roles of teachers and researchers in collaborative educational research. An interview-based study was conducted with teachers and researchers in research projects framed by a research–practice partnership between a university and thirteen municipalities in Sweden. Our results indicate that the research project’s initializing phase is critically important to understanding the variability in teachers’ and researchers’ roles and competence. The study contributes to the literature by elaborating on teacher and researcher roles in collaborative research co-learning arrangements encompassing all phases of the research process. This knowledge will assist in the development of teachers’ and researchers’ mutual strategies for conducting research in education.

Authors

• Maria K. Jarl, University of Gothenburg

• Magdalena Taube, University of Gothenburg

• Camilla Björklund, University of Gothenburg