Consequential research designs in research on teacher education
Consequential research designs in research on teacher education
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教师教育研究的相应研究设计
DOI：
10.1016/j.tate.2013.02.007
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发表时间：
2013
影响因子：
3.9
通讯作者：
J. Vermunt
中科院分区：
文献类型：
--
作者：
L. Bronkhorst;P. Meijer;B. Koster;Sanne F. Akkerman;J. Vermunt
研究人员和教育工作者在进行干预研究方面的合作越来越普遍，因为这种合作被认为有利于教育实践。或者，在这项研究中，我们探讨了这种合作对研究质量的影响。基于我们对形成性干预研究中长达一年的合作的分析，我们发现，教育工作者经历了自己的位置作为代理人，研究者的位置作为学习者和研究本身作为集成，作为不同于以往的经验，在研究。教育工作者表示，这些差异是他们参与研究的结果。我们讨论如何，反过来，可能有利于研究质量。
Collaboration between researchers and educators in conducting intervention research is increasingly common, as such collaboration is assumed to benefit educational practice. Alternatively, in this study, we explore the consequences of such collaboration on research quality. Based on our analysis of a year-long collaboration in formative intervention research, we find that educators experienced their own position as agent, the researcher's position as learner and the research itself as integrated, as being different from previous experiences in research. The educators indicate that these differences are consequential for their engagement in the research. We discuss how this, in turn, might benefit research quality.
影响因子：
11.2
作者：
Akkerman, Sanne F.;Bakker, Arthur
通讯作者：
Bakker, Arthur