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 -