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

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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.

Translated title of the contributionEin transdisziplinärer Bewertungsrahmen für die Bewertung der Integration in grenzüberschreitende Kooperationen in der Lehrerausbildung
Original languageEnglish
Article number100952
JournalStudies in Educational Evaluation
Number of pages10
Publication statusPublished - 01.03.2021

    Research areas

  • Boundary-crossing, Collaboration, Researcher practitioner partnerships, Teacher education, Transdisciplinarity, University-school partnership
  • Educational science