Research-Practice Partnership in Education as a Context for Teacher Professional Development

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: School-University Partnership Research Roundtable: Research-Practice Partnerships (Table 4)

Abstract

This qualitative study examined how participation in a Research-practice partnership (RPP) promotes teachers’ professional development. The study builds upon literature that underscores the potential of RPPs as conducive environments for teacher learning. In the context of one RPP, data sources included interviews with 20 teachers and 10 school principals, documentation of meetings with the school research teams, and reflective summaries of RPP experiences. Data analysis applied a qualitative thematic inductive methodology, yielding three themes: Enhanced Pedagogical Practice; Personal-professional growth; and School culture of learning through research. The findings underscore the significant role of the RPP as a framework for teachers' professional development. We suggest that RPPs can be promoted with this objective in mind.

Authors

• Linor Lea Hadar, University of Haifa

• Hadar Baharav, Ben-Gurion University of the Negev