Assessing the Boundary-Crossing Collaboration in Research-Practice Partnerships in Initial Teacher Education: Empirical Insights

• In Event: Fairmont Roundtable Session Fifteen
  In Roundtable Session: Empirical Insights for Teacher Education and Professional Development (Table 9)

Abstract

The present study provides empirical insights about boundary-crossing collaboration in Research-Practice Partnerships in initial teacher education which contribute to improvements of the theory-practice-interrelation between academic expertise and professional practice. The study draws on a quantitative online survey with n=78 participants from four different actor groups (school practioners, researchers, teacher students and partners from extracurricular organizations). A one-way ANOVA was conducted and a path model on effective relationships was calculated. The results reinforce collaboration at equal footing, point out similarities and differences between the respective actor groups, e.g. on motivational factors or co-constructive knowledge acquisition, and demonstrate learning effects for the participants with regard to their roles in teacher education system. Conditional factors for successful research-practice partnerships were identified.

Authors

• Sandra Fischer-Schoeneborn, Leuphana University - Lueneburg
  Presenting Author

• Timo Ehmke, Leuphana University - Lueneburg
  Non-Presenting Author