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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In: Studies in Educational Evaluation, Vol. 79, 101305, 01.12.2023.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Evaluating Boundary-Crossing Collaboration in Research-Practice Partnerships in Teacher Education: Empirical Insights on Co-Construction, Motivation, Satisfaction, Trust, and Competence Enhancement
AU - Fischer-Schöneborn, Sandra
AU - Ehmke, Timo
N1 - Publisher Copyright: © 2023 The Authors
PY - 2023/12/1
Y1 - 2023/12/1
N2 - 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.
AB - 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.
KW - Empirical education research
KW - multi-professional collaboration
KW - Research-Practice Partnerships
KW - Schul-Hochschulkooperationen
KW - Collaboration evaluation
KW - Teacher education
KW - Partnership in education
KW - Research-practice partnership
KW - Professional development
KW - Motivation
UR - http://www.scopus.com/inward/record.url?scp=85172768021&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/daca4dd2-945e-3a53-8c57-143139219dad/
U2 - 10.1016/j.stueduc.2023.101305
DO - 10.1016/j.stueduc.2023.101305
M3 - Journal articles
VL - 79
JO - Studies in Educational Evaluation
JF - Studies in Educational Evaluation
SN - 0191-491X
M1 - 101305
ER -