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Teacher–researcher relationships and collaborations in research

Abstract
To understand the complexity of the classroom in ways that might inform teaching research is 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.
Type
Journal Article
Type of thesis
Series
Citation
Cowie, B., Otrel-Cass, K., Moreland, J., Jones, A., Cooper, B., & Taylor, M. (2015). Teacher–researcher relationships and collaborations in research. Waikato Journal of Education, 20th Anniversary Collection, 265–273.
Date
2015
Publisher
Wilf Malcolm Institute of Educational Research, UoW, Hamilton New Zealand
Degree
Supervisors
Rights
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.