by Mary Patterson
Teachers often engage in collaborative research in order to deepen and reflect on their own practice and effectiveness in the classroom. Some may be early career teachers looking to further develop their teaching repertoire of skills and some may be mid-career or later teachers who seek motivation and stimulation of intellectual curiosity.
New technologies are helping us understand more about what learning looks like, and as teachers in today’s changing world, we need the work of researchers in order to reach all students.
Research collaborations may take different forms. Some may be as simple as completing researcher surveys, interviews or allowing a researcher access to observe a class. Other collaborations may be researcher or teacher driven partnerships.
At the Cyberlearning 2015: Connect, Collaborate, and Create the Future meeting held in Arlington, VA, teachers and researchers met to exchange ideas about successful collaborations. Researchers expressed that challenges they face include finding teachers willing to partner with them, gaining access to classrooms, and privacy issues with student data.
Teachers shared the following tips with the researchers:
Quote from teacher-collaborator, Beth Sanzenbacher
As defined by Penuel et al. (2007) benefits of the Co-Design process include:
Nesbitt & Thomas (1998) argue for a paradigm shift that seeks collaboration on common ground, negotiated by all practitioners:
A Point to Ponder:
“Authentic collaboration can occur only when the mutual respect and trust—between those from the dominant paradigm and those who have had to work from the margins—is sufficient to produce interaction that is naturally egalitarian, rather than mediated by vigilant awareness of status difference. (p. 32)”
Teachers and researchers looking to establish partnerships
can contact CIRCL at: www.circlcenter.org
Tell us your Stories!
Are you a teacher who’s collaborated with a researcher? What tips would you add?
Please send in your comments.