On the collaboration between researchers and teachers in didactical research
There is an increasing interest in didactical research for studies of teaching and learning performed in collaboration between researchers and teachers. With this special call, Network 27 wants to highlight the results produced in this line of research, as well as the challenges it leads to. The main topics will be the following: (1) empirical findings relating to the unfolding of dialogue between teachers and researchers (2) comparisons between different models for design-based didactical research, (3) epistemological and ethical views of knowledge, participation, recognition and symmetry and asymmetry between participants and (4) development of methodological issues.
As for ECER 2019 in Hamburg, Network 27 again for ECER 2020 (Glasgow, Scotland) especially welcomes contributions that concern the discussion and reflection on the collaboration between researchers and teachers in didactical research.
In the special issue on Didactics – learning and teaching, published in European Educational Research Journal in 2018, Ligozat & Almqvist (2018) identified that a central trend in didactical research is to use and develop didactic knowledge and concepts in cooperation with teachers (cf. Marton & Runesson, 2015). In this process, the researchers and teachers are engaged in a mutual process of recognition where they contribute with their respective competences and perspectives (Carr & Kemmis, 1986; Edwards-Groves, Olin & Karlberg-Granlund, 2016; Olin, Sensevy & Lenzen, 2018). The participants and their contributions are shaped in dialogue with each other and become something else than if they would have performed the work separately (cf. Hamza, Palm, Palmqvist, Piqueras & Wickman, 2018; Le Brun, Morellato, Sensevy, & Quilio, 2018; Sensevy, Forest, Quilio & Morales 2013).
The four main topics will be the following:
Firstly, we welcome presentations on empirical findings relating to the unfolding of a specific dialogue between teachers and researchers building curriculum and teaching practices in various school subjects. This is important, not least in relation to the ongoing discussion about what direction European education, teaching and learning should take in the future.
Secondly, different models for design-based didactical research in a wide sense (as for example Cooperative Engineering, Didactic Modelling, Learning Studies and Lesson Studies) rely on different research traditions and we are interested in comparative analyses between them, especially with focus on the collaborative aspects of the model.
Thirdly, moving from a more traditional focus in didactics on a three way relationship between teacher, students and knowledge taught in the classroom, to an extended one (where teachers collaborate with researchers), implies epistemological and ethical caution. For example, central issues about common knowledge production, participation, recognition and symmetry/asymmetry between teachers and researchers may be outlined here.
Fourthly, we are interested in the development of methodological issues. For example, what does it mean for the research practice to provide teachers and researchers with a theoretical framework as an analytical tool to collectively perform analyses of issues regarding transaction and the co-construction of knowledge?
In sum, there is an increasing interest in didactical research for studies and development of teaching and learning performed in collaboration between researchers and teachers. With this special call, we want to highlight the results produced in this line of research, as well as the theoretical, methodological and ethical challenges that it leads to.
Carr, W. & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research (3 uppl.). London: Falmer Press.
Edwards-Groves, C., Olin, A., & Karlberg-Granlund, G. (2016). Partnership and Recognition in Action Research: understanding the practices and practice architectures for participation and change. Educational Action Research, 24(3), 321-333.
Ligozat, F. & Almqvist, J. (2018). Conceptual frameworks in didactics – learning and teaching: Trends, evolutions and comparative challenges. European Educational Research Journal, 17(1), 3-16.
Hamza, K., Palm, O., Palmqvist, J., Piqueras, J. & Wickman, P.-O. (2018). Hybridization of practices in teacher-researcher collaboration. European Educational Research Journal, 17(1), 170-186.
Le Brun, S., Morellato, M., Sensevy, G. & Quilio, S. (2018). Cooperative engineering as a joint action. European Educational Research Journal. 17(1).187-208.
Marton, F. & Runesson, U. (2015). The idea and practice of learning study. In K Wood and S Sithamparam (Eds.), Realising learning. Teachers professional development through lesson and learning study (pp. 103-121). London: Routledge.
Olin, A., Sensevy, G. & Lenzen, B. (2018): Professional development and recognition. Paper presented at ECER 2018 in Bolzano.
Sensevy, G., Forest, D., Quilio, S. & Morales, G. (2013). Cooperative engineering as a specific design-based research. ZDM, The International Journal on Mathematics Education, 45(7), 1031-1043.