Research-Practice Partnerships in Germany: Empirical Insights on the Participants´ Perspective

• In Event: International Explorations of Collaborations: How Do Research-Practice Partnerships in Europe Compare With Those in the United States?

Abstract

Theoretical Background and Research Context
The German teacher education system is characterized by special institutional fragmentation (European Commission/EACEA/Eurydice, 2015). Significant elements are, among others, the three-phase system (studies, preparatory service, continuing education), federalism, and training in two subjects (Hellmann, 2019). Research-Practice Partnerships (RPPs) are to improve theory-practice linkage and thus counteract some problems connected with this fragmentation (Author et al., 2022). However, the underlying processes of RPPs and outcomes beyond the particular innovation produced remain nascent (Coburn & Penuel, 2016). Evaluation studies especially in Europe are scarce (Cooper et al., 2021). Micro-studies from different (cultural) contexts are needed (Lai & Fjørtoft, 2022).

Therefore, in one project of the Quality Initiative Teacher Training, funded by the German Government, nine cross-institutional Development Teams (DTs) have been established at a university in Lower Saxony since 2016, comprising representatives from four groups: university (researchers), school (especially teachers), extracurricular partner organization and student teacher. More than 100 actors from more than 35 organizations and schools have been involved in this partnership over a constant period of time (average three years; student teachers´ average one year).

The design of these DTs combines all principles of RPPs featured in the US-definition (Author et al., 2021). The teams are to further develop university teaching and improve school teaching practice in co-constructive cooperation, especially by designing learning modules and developing teaching materials.

Considering the five principles of the US-definition (Author et al., 2021), long-term collaboration, diversity of expertise, and equal footing have particular significance in the outlined project: The first two, since student teachers as comparably uncommon actors are included with just one-year participation on average. Linked with ‘equal footing’ is the question of successful hierarchy reduction in
collaboration.

Methods and Objectives
A questionnaire study on the DTs conducted in 2021 with n=78 participants (n=105 contacted; full survey; response rate 74%) investigated, among others, a) the participants' perspectives on success factors and challenges of working in an RPP; and b) if collaboration took place ‘on equal footing’ among the four actor groups (school representatives, researchers, student teachers, partners from extracurricular organizations).

In the symposium, the findings shall be discussed against the background of possible cultural differences in RPPs.

Results and Significance
This study revealed that collaboration was on ‘equal footing’, regardless of actor group affiliation. ANOVA highlighted homogeneity. This is especially important because student teachers were part of the DTs.

Furthermore, the analysis of questions with open response formats revealed the following success factors of collaboration: a) multiperspectivity; b) mutual exchange; c) development of concrete products; and d) competence enhancement and knowledge transfer. The main challenges identified were: a) focusing on objectives b) planning and organization; c) workload for meetings; and d) theory-practice gap.
The results help substantially for improvements in cooperation ‘on equal footing’. They indicate that co-constructive collaboration in RPPs is not self-generating, but complex. Rather contradictory findings such as multiperspectivity as success factor and theory-practice gap as challenge reinforce this conclusion. Further research and international exchange on design and implementation of RPPs are required.

Authors

• Sandra Fischer-Schöneborn, IU International University of Applied Sciences

• Timo Ehmke, Leuphana University - Lueneburg