A transdisciplinary evaluation framework for the assessment of integration in boundary-crossing collaborations in teacher education
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In: Studies in Educational Evaluation, Vol. 68, 100952, 01.03.2021.
Research output: Journal contributions › Journal articles › Research › peer-review
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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
UR - https://www.mendeley.com/catalogue/b9d74596-ad5b-3d35-83f7-cd1e883a1202/
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 -