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Teachers as lesson and learning study researchers – establishing a research environment
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0003-0764-5728
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this paper is to discuss the type of conditions needed if establishing a research environment for teacher driven research.

Lesson and Learning Study (LLS) has gained a growing interest during the latest years. In most cases it is framed in relation to teachers’ professional development, teachers’ learning and school development. That is the knowledge that teachers gain from different studies are not object for dissemination and review. Thus, in most cases the aim of a LLS is not to produce knowledge outside the local context. However, LLS has a great potential to function as a research approach for teacher driven research. An approach that would make it possible for teachers to take responsibility for their own professional knowledge base (Carlgren e.g. 2012). This type of research has been compared to medical clinical research (Bulterman Bos 2008; Carlgren 2012). That is, the issues, problems and demands that teachers are trying to master in their everyday work are to be focused in the research. But further, teachers who identify such objects of research also need to be the researcher (Bulterman Bos, 2008). Several problems are related to such a research. Partly due to the lack of traditions and infrastructures, partly due to lack of teachers with formal research education. In this presentation we primarily focus on the conditions, in the form of traditions and infrastructures important to establish a research environment for teacher driven research. To date, teachers who want to conduct research on teaching and learning in their own or their colleague classrooms have to accomplish their research work under different conditions compared to university researchers. What conditions are important to establish a research environment where such research of high quality might be produced? How can teachers with little or no research training be supported to qualify their own research projects? What type of support do they need? Since teachers normally do not have access to university library resources, seminars, and workshops that are of fundamental value for university researchers (Ratkić, 2006), one issue is how such research activities may be adapted to become compatible with teachers’ work in schools? Further, how can aspects of research, such as dissemination and publications be supported and organized?

In this paper, we provide an account of how we in Stockholm have sought to establish a dynamic research environment for teacher-driven research in an in-between space of school and university. The particular space, or platform, is called Stockholm Teaching & Learning Studies (STLS). STLS includes open seminars, subject specific networks led by senior researchers, a research conference for teachers, project research seminars, project applications and publication as a highly held value. I.e an infrastructure is built to open for discussion, verification, and refutation or modification of research findings. STLS is a platform for teachers and researchers with an interest in didactic research aiming at developing teaching. The overall objectives are to provide a research environment where teachers are offered support and opportunities to participate in didactic research and development (R&D), to develop methodological models that allow teachers to participate in conducting didactic research in school practices, to function as a ’knowledge-production-workshop’ for the processing and analyzing of data and to support and provide arenas for peer-review, writing and dissemination of research results. Some of the challenges involved in establishing STLS has concerned the creating time and resources for teachers to engage in research, developing processes of application for teachers to propose research projects and how to inviting teachers with no or very little prior experience in research.

Place, publisher, year, edition, pages
2018. article id K0395
Keywords [en]
Teacher as researcher, research environment, subject specific research, Stockholm Teaching & Learning Studies
National Category
Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-169993OAI: oai:DiVA.org:su-169993DiVA, id: diva2:1328813
Conference
World Association of Lesson Studies (WALS) International Conference, Beijing, China, 23-26 November, 2018
Note

Part of session E-12: Teachers as researchers, facilitators, and questioners in lesson/learning study.

Available from: 2019-06-23 Created: 2019-06-23 Last updated: 2019-08-20Bibliographically approved

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