A transdisciplinary evaluation framework for the assessment of integration in boundary-crossing collaborations in teacher education

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A transdisciplinary evaluation framework for the assessment of integration in boundary-crossing collaborations in teacher education. / Straub, Robin; Kulin, Sabrina; Ehmke, Timo.

in: Studies in Educational Evaluation, Jahrgang 68, 100952, 01.03.2021.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{17c109bae1c741a6b55ad978f88e76fe,
title = "A transdisciplinary evaluation framework for the assessment of integration in boundary-crossing collaborations in teacher education",
abstract = "This study provides a) an evaluative framework for boundary-crossing collaboration in teacher education, which is inspired by the discourse of transdisciplinarity. In addition, it offers b) empirical insights about so-called Transdisciplinary Development Teams, which comprise practitioners, researchers, and student teachers. The framework bases on (1) epistemic, (2) social, and (3) organisational integration characteristics such as (1a) mutual learning, (1b) knowledge integration, (2a) perceived trustworthiness, (2b) appreciation within the team, and (3a) collective ownership of goals. Drawing on a written survey with n = 62 participants, the empirical study provides findings on three research questions. First, all dimensions of integration characteristics have been rated high on average. Second, results of a one-way ANOVA establish that the main actor groups perceive the work in Transdisciplinary Development Teams as integrative with regard to previously stated characteristics. Third, the analysis of a manifest path model substantiates theoretically assumed effect relationships. Subsequently, transdisciplinary dimensions of integration characteristics appear suitable for assessing boundary-crossing collaboration in teacher education.",
keywords = "Boundary-crossing, Collaboration, Researcher practitioner partnerships, Teacher education, Transdisciplinarity, University-school partnership, Educational science",
author = "Robin Straub and Sabrina Kulin and Timo Ehmke",
year = "2021",
month = mar,
day = "1",
doi = "10.1016/j.stueduc.2020.100952",
language = "English",
volume = "68",
journal = "Studies in Educational Evaluation",
issn = "0191-491X",
publisher = "Elsevier B.V.",

}

RIS

TY - JOUR

T1 - A transdisciplinary evaluation framework for the assessment of integration in boundary-crossing collaborations in teacher education

AU - Straub, Robin

AU - Kulin, Sabrina

AU - Ehmke, Timo

PY - 2021/3/1

Y1 - 2021/3/1

N2 - This study provides a) an evaluative framework for boundary-crossing collaboration in teacher education, which is inspired by the discourse of transdisciplinarity. In addition, it offers b) empirical insights about so-called Transdisciplinary Development Teams, which comprise practitioners, researchers, and student teachers. The framework bases on (1) epistemic, (2) social, and (3) organisational integration characteristics such as (1a) mutual learning, (1b) knowledge integration, (2a) perceived trustworthiness, (2b) appreciation within the team, and (3a) collective ownership of goals. Drawing on a written survey with n = 62 participants, the empirical study provides findings on three research questions. First, all dimensions of integration characteristics have been rated high on average. Second, results of a one-way ANOVA establish that the main actor groups perceive the work in Transdisciplinary Development Teams as integrative with regard to previously stated characteristics. Third, the analysis of a manifest path model substantiates theoretically assumed effect relationships. Subsequently, transdisciplinary dimensions of integration characteristics appear suitable for assessing boundary-crossing collaboration in teacher education.

AB - This study provides a) an evaluative framework for boundary-crossing collaboration in teacher education, which is inspired by the discourse of transdisciplinarity. In addition, it offers b) empirical insights about so-called Transdisciplinary Development Teams, which comprise practitioners, researchers, and student teachers. The framework bases on (1) epistemic, (2) social, and (3) organisational integration characteristics such as (1a) mutual learning, (1b) knowledge integration, (2a) perceived trustworthiness, (2b) appreciation within the team, and (3a) collective ownership of goals. Drawing on a written survey with n = 62 participants, the empirical study provides findings on three research questions. First, all dimensions of integration characteristics have been rated high on average. Second, results of a one-way ANOVA establish that the main actor groups perceive the work in Transdisciplinary Development Teams as integrative with regard to previously stated characteristics. Third, the analysis of a manifest path model substantiates theoretically assumed effect relationships. Subsequently, transdisciplinary dimensions of integration characteristics appear suitable for assessing boundary-crossing collaboration in teacher education.

KW - Boundary-crossing

KW - Collaboration

KW - Researcher practitioner partnerships

KW - Teacher education

KW - Transdisciplinarity

KW - University-school partnership

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85097743004&partnerID=8YFLogxK

U2 - 10.1016/j.stueduc.2020.100952

DO - 10.1016/j.stueduc.2020.100952

M3 - Journal articles

AN - SCOPUS:85097743004

VL - 68

JO - Studies in Educational Evaluation

JF - Studies in Educational Evaluation

SN - 0191-491X

M1 - 100952

ER -

DOI