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dc.contributor.authorCowie, Bronwen
dc.contributor.authorOtrel-Cass, Kathrin
dc.contributor.authorMoreland, Judy
dc.contributor.authorJones, Alister
dc.contributor.authorCooper, Beverley
dc.contributor.authorTaylor, Merilyn
dc.date.accessioned2012-03-28T23:32:05Z
dc.date.available2012-03-28T23:32:05Z
dc.date.issued2010
dc.identifier.citationCowie, B., Otrel-Cass, K., Moreland, J., Jones, A., Cooper, B. & Taylor, M. (2010). Teacher-researcher relationships and collaborations in research. Waikato Journal of Education, 15(2), 69-80.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/6161
dc.description.abstractTo understand the complexity of the classroom in ways that might inform teaching research in needed that explains both why and how something works. Teacher-researcher collaboration is essential if this is to happen. Collaborative work can ensure that research builds on from what teachers know and can do. Researchers working with teachers to address their current concerns are more likely to generate insights into what teachers might do and where they might go next. Collaboration can contribute a warrant for relevance for research findings. At the same teachers deepen and enhance their own practice through engaging in the research process. This paper describes and discusses some approaches to collaboration that have enables researchers and teachers to access a diversity of ideas and expertise to their mutual benefit.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://edlinked.soe.waikato.ac.nz/research/journal/index.php?id=8en_NZ
dc.rights© 2010 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectcollaborative researchen_NZ
dc.subjectdisseminationen_NZ
dc.subjectpractitioner-researchen_NZ
dc.titleTeacher-researcher relationships and collaborations in research.en_NZ
dc.typeJournal Articleen_NZ


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