Evaluating Boundary-Crossing Collaboration in Research-Practice Partnerships in Teacher Education: Empirical Insights on Co-Construction, Motivation, Satisfaction, Trust, and Competence Enhancement

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This study examined boundary-crossing collaboration in a research-practice partnership (RPP) in initial teacher education in Germany, exploring improvements for the theory-practice link. This study aimed to evaluate this particular cooperation format, especially to identify success factors for RPPs and differences between actor groups. Characteristics examined include motivational factors, collaboration aspects, co-constructive knowledge acquisition, competence enhancement and satisfaction. The study drawed on a quantitative survey with 78 participants from four groups: school practitioners, researchers, teacher students, partners from extracurricular organizations. A one-way ANOVA was conducted, and a path model on effective relationships was calculated. Results revealed that RPPs are collaboration “on equal footing”; participation enables professional development in teaching, assessing, and innovation; sharing practical experiences is the dominant factor in knowledge co-construction and main driver of success; and motivation to participate is mainly regulated intrinsically. This study contributes to the international debate on RPPs and advocates their establishment in teacher education.
Original languageEnglish
Article number101305
JournalStudies in Educational Evaluation
Number of pages11
Publication statusPublished - 01.12.2023

Bibliographical note

Funding Information:
This work was supported by the German Federal Ministry for Education and Research (BMBF) Teacher Training Quality Campaign (Qualitätsoffensive Lehrerbildung; grant number: 01JA1903 ). The funding agency had no influence on study design, collection, analysis, and interpretation of data, writing of the report, or publication of the article.

Publisher Copyright:
© 2023 The Authors

    Research areas

  • Empirical education research - Collaboration evaluation, Teacher education, Partnership in education, Research-practice partnership, Professional development, Motivation