Meta-Reflection as a Strategy for Research and Professionalization in the Collaboration between Research and Practice

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 4
  In Roundtable Session: Co-Constructing Knowledge between Research and School Practice: Qualitative Approaches in Two German Research Projects

Abstract

Objectives
This paper addresses demands set out in German educational policy for practice-oriented empirical educational research, which challenge established paradigms of research, and implementation (BMBF, 2020). This development is driven by empirical evidence demonstrating that the effectiveness of unidirectional ‘evidence-based‘ paradigms is severely limited (Biesta, 2007). Furthermore, widely dominant hegemonic paradigms and power asymmetries in research carry the risk of not only reproducing structural inequalities, but also shaping professional identity and practice in normative ways (such as regarding heteronormativities in curricula) and leading to the marginalization of underrepresented groups (Bourdieu/Passeron, 1990).

Against this backdrop, the presentation conceptualize meta-reflection as a methodological approach to the co-construction of knowledge and the reciprocal professionalization of both research and practice. Insights are provided into the practical implementation of a meta-reflective strategy within a comprehensive development and implementation project (2020-2024) conducted with teachers from six german high schools. The paper addresses the question of how meta-reflective settings can be designed and what processes they can initiate, while also examining the challenges and limitations arising from the associated demands.

Theoretical framework
The meta-reflection approach builds on Anglo-American scholarship on reflective practitioners (Schön, 1983), which aligns particularly well with early German theoretical concepts, such as Johann Friedrich Herbart’s theory of ‘pedagogical tact’ (Herbart, 1802; Kenklies, 2012). Meta-reflection is characterized by an explicit focus on plural theories that can underpin reflective processes (Cramer et al., 2023).
On the one hand, the approach seeks to critically engage with and render accessible a diversity of theoretical frameworks—including those that are at times contradictory—to practitioners, thereby fostering a deeper professionalization grounded in theoretical reflexivity. On the other hand, meta-reflection constitutes a reciprocal collaboration between research and practice. Drawing on the principles of Research-Practice-Partnerships (Penuel/Gallagher, 2017), researchers and practitioners in collaboration examine educational challenges, advance knowledge, and generate new insights (Coburn/Penuel, 2016). This process also professionalizes research and can illuminate blind spots.

Modes of inquiry
The presentation outlines the meta-reflective design of 3-hour digital, cooperative settings with teacher groups from six german high schools. Additionally, findings from the analysis of the process data generated during these settings are presented.

Data sources
The study draws on descriptively analyzed visual data generated through engagement with three scientifically grounded models on theories of gifted education and school development. Furthermore, discourse analytical analysis (Phillips/Hardy, 2002) of transcripts from group discussions that took place during the settings is available.

Results
The results suggest that the meta-reflective design contributed to theoretically contextualizing and raising awareness of the individual perspectives of participating teachers. The forum established for teacher-to-teacher dialogue initiated processes of negotiating diverse perspectives. Nevertheless, the ambition to establish a reciprocal dialogue between research and practice was only partially realized.

Significance
This paper presents a distinctive method of practice-oriented empirical educational research. The experiences illustrate challenges, potential, and conditions for successful (cooperative) meta-reflection. Given the challenges in advancing research through co-construction and achieving mutual professionalization across research and practice, critical perspectives on power asymmetries and forms of participation are also necessary.

Authors

• Corinna Maulbetsch, University of Education - Heidelberg

• Mirjam Maier-Roeseler, University of Education Karlsruhe