Inter-professional collaboration in action research

Leeman, Yvonne; Koeven, Erna van; Schaafsma, Frank

doi:10.1080/09650792.2017.1301827

Cited by 19 publications

(18 citation statements)

References 17 publications

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“…The closer collaboration with the researcher entailed, for example, extensive knowledge exchange and mutual engagement, which promoted the outcome in a positive way. This is in line with the findings of Leeman, van Koeven, and Schaafsma (2018), who emphasize that mutual trust and shared responsibility are important aspects of the collaboration between teachers and researchers.…”

Section: Discussionsupporting

confidence: 91%

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The role of action research in teachers’ efforts to develop research-based education in Sweden: intentions, outcomes, and prerequisite conditions

Bergmark

2020

Educational Action Research

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This paper analyzes teachers' motivations and expectations when engaging in action research and relates these to the process outcomes and to the broader evidence movement in education. The theoretical framework builds on research on motivations for teaching and engaging in action research. The empirical data consisted of 50 written teacher reflections completed on two occasions within the action research and teachers' oral presentations using PowerPoint slides. The outcomes regarding individual and collegial professional learning corresponded well to the teachers' expectations. However, the relationships with their principal, and also with the researcher, developed more than had been expected. Also, the teachers saw evidence of student/child learning in line with the intentions, but the fact that social and emotional learning was, ultimately, more visible, was unexpected. This study shows that action research, based on an evidence-informed perspective, plays an important role when teachers are building a research-based education, in a context where evidence-based teaching is promoted. Implications of this study include: the importance of establishing fair conditions for teachers' voluntary engagement in action research; highlighting intentions in the beginning, and throughout the process, which increases the probability of achieving the expected outcomes; and promoting teacher-driven processes.

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Section: Discussionsupporting

confidence: 91%

“…Kemmis 2009;Lloyd and Davis 2018). Action research is perceived to enhance teachers' professional learning and also improve their teaching when collaborating with researchers as equal partners (Leeman, van Koeven, and Schaafsma 2018).…”

Section: Introductionmentioning

confidence: 99%

The role of action research in teachers’ efforts to develop research-based education in Sweden: intentions, outcomes, and prerequisite conditions

Bergmark

2020

Educational Action Research

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“…This study was conducted in an inter-professional collaboration (Leeman, van Koeven, & Schaafsma, 2018) between a university-based researcher (the first author) and a teacher educator (the second author). The second author was a member of the team of four teacher educators who had participated in the design and teaching of the master's programme, while the first author had not been involved in this.…”

Section: Methodsmentioning

confidence: 99%

New immigrants. An incentive for intercultural education?

Leeman

Koeven

2018

Education Inquiry

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This study was inspired by an inclusive intercultural perspective on education, and developed empirical knowledge concerning the intercultural professional development of in-service teachers. The study was conducted during the first year of a newly-designed master's programme that focused on "education for refugees". In the Netherlands master's programmes in education qualify inservice teachers to contribute to school development, together with giving them a specialisation in a specific topic. The findings were based on the teachers' written work, and interviews with the teacher educators. They show that the intercultural professional identity of the teachers was developed by a combination of pedagogical approaches. These include the following: new knowledge from an inclusive intercultural perspective, critical socio-cultural self-examination, real encounters with newly-arrived refugees, and a reflective, intervention-based approach to professional learning and curriculum renewal. The intervention-based approach turned out to be the most important for the teachers' agency in intercultural school development. The challenges experienced concern mono-cultural practices in mainstream education for refugees, together with the dominance of an instrumentalist approach to teaching and learning. Windesheim University is a large university of professional studies situated in a medium-sized city in the east of the Netherlands. The department of education of this university includes educational research and teacher education (ba and ma). Over 500 students study for a master's degree. The 19 specialisations offered vary from learning & innovation to religious education and education for newcomers. The University of Humanistic Studies is a small university situated in one of the major cities of the Netherlands.

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“…An important point in action research is collaboration (Creswell, 2002;Jaipal & Figg, 2011;Leeman et al, 2018). To fulfill this point, this research activity was socialized until the [367] collaborators joined.…”

Section: Research Design and Collaborationmentioning

confidence: 99%

Developing Elementary School Teacher Competence in Making Music Learning Media Using Scratch Application: An Action Research

Julia

Iswara

Gunara

et al. 2020

msd

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The development of technology and information demands elementary school teachers to be able to make and teach technology-based musical instruments so that the development of technology and information can be used in the learning process. Elementary school teachers also have problems teaching musical composition using ensemble musical instruments. Teachers also lack strategies and media to teach musical instruments, so they need to have ideas for developing technology-based musical instruments. This study aims to develop the elementary school teachers’ ability to innovate and make music learning media using a computerized system. The research design used was action research. The participants were 38 teachers from nine regencies and cities in West Java, Indonesia. The results showed that the teachers were able to complete the task of making technology-based learning media which means that they were able to develop their technological abilities to make music learning media. Teachers can easily use and master the Scratch application to make music learning media. It can be concluded that with structured and controlled training, elementary school teachers can develop themselves and innovate well.

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Inter-professional collaboration in action research

Cited by 19 publications

References 17 publications

The role of action research in teachers’ efforts to develop research-based education in Sweden: intentions, outcomes, and prerequisite conditions

The role of action research in teachers’ efforts to develop research-based education in Sweden: intentions, outcomes, and prerequisite conditions

New immigrants. An incentive for intercultural education?

Developing Elementary School Teacher Competence in Making Music Learning Media Using Scratch Application: An Action Research

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