July 8th, 2011 | RESEARCH
In this paper, we discuss our approach to teacher-researcher collaboration and how it is similar and different from other models of teacher collaboration. Our approach to collaboration employed design experimentation (Brown, 1992; Design Based Research Collective, 2003) as a central method since it yields important findings for teachers’ pedagogical practices and contributes to the research literature on teaching and learning. We use three key moments in our collaborative practice to highlight how our work impacted student thinking and learning and involved our own shifting identities as teachers and researchers. Key themes that were central to our joint work are discussed to demonstrate how we brought research and practice into regular dialogue. We argue that although this model is not necessarily supported by current institutional organization, it holds promise for ongoing professional development for teachers and researchers that can support building a culture of research-based practices in schools.
Document
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Team Members
Leslie Herrenkohl, Author, University of WashingtonKeiko Kawasaki, Author, University of Washington
Lezlie Dewater, Author, Seattle Pacific University
Citation
Identifier Type: ISSN
Identifier: 1549-9243
Publication: The New Educator
Volume: 6
Number: 1
Page(s): 74
Related URLs
Tags
Audience: Educators | Teachers
Discipline: Education and learning science | Social science and psychology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Higher Education Programs | Informal | Formal Connections | K-12 Programs