TY - JOUR

T1 - A Person-Centered Approach for Analyzing Multidimensional Integration in Collaboration Between Educational Researchers and Practitioners

AU - Straub, Robin Pascal

AU - Ehmke, Timo

N1 - This article has been written in the context of the ZZL-Netzwerk, a research and development project at the Leuphana University Lüneburg, Germany. The project was supported by the Teacher Training Quality Campaign (Qualitätsoffensive Lehrerbildung), a funding program by the German Federal Ministry for Education and Research (BMBF) (project number: 01JA1603; www.leuphana.de/zzl-netzwerk).

PY - 2021/7/6

Y1 - 2021/7/6

N2 - This study was conducted in the context of a development project for teacher education, establishing a collaborative format called Transdisciplinary Development Teams (TDTs). The aim of this study was to investigate (a) how participating TDT members assess focal dimensions of integration characteristics (DICs) with regard to success factors and challenging aspects. DICs are operationalized as (1a) mutual learning and (1b) knowledge integration, (2a) perceived trustworthiness, and (2b) appreciation within the team, and (3a) collective ownership of goals. In addition, they seek to (b) differentiate the types of actors characterized by particular assessment patterns. The study employs a person-centered approach (cluster analysis) and uses a data corpus with 62 response sets. Subsequently, this study offers a genuine conceptual approach to frame interorganizational collaboration in teacher education. On this basis, empirical insights that provide further practical implications to support future collaboration at the boundary of educational research and practice have been generated.

AB - This study was conducted in the context of a development project for teacher education, establishing a collaborative format called Transdisciplinary Development Teams (TDTs). The aim of this study was to investigate (a) how participating TDT members assess focal dimensions of integration characteristics (DICs) with regard to success factors and challenging aspects. DICs are operationalized as (1a) mutual learning and (1b) knowledge integration, (2a) perceived trustworthiness, and (2b) appreciation within the team, and (3a) collective ownership of goals. In addition, they seek to (b) differentiate the types of actors characterized by particular assessment patterns. The study employs a person-centered approach (cluster analysis) and uses a data corpus with 62 response sets. Subsequently, this study offers a genuine conceptual approach to frame interorganizational collaboration in teacher education. On this basis, empirical insights that provide further practical implications to support future collaboration at the boundary of educational research and practice have been generated.

KW - Empirical education research

KW - cluster analysis

KW - collaboration integration

KW - research-practice üartnership

KW - teacher education

KW - transdisciplinarity

UR - http://www.scopus.com/inward/record.url?scp=85111068119&partnerID=8YFLogxK

U2 - 10.3389/feduc.2021.492608

DO - 10.3389/feduc.2021.492608

M3 - Journal articles

VL - 6

JO - Frontiers in Education

JF - Frontiers in Education

SN - 2504-284X

M1 - 492608

ER -