uu.seUppsala University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Didactics, Dialogue and Development
Göteborgs universitet.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
Stockholms universitet.
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study is based on theories of dialogue as a vehicle for constructive and critical collaboration (Edwards-Groves et al 2016). The action research field has long experience of and knowledge about development work where researchers and teachers collaborate; it deals with practical issues, supports human development, is founded on knowledge-in-action and aims at participation and democracy (Reason & Bradbury 2001). The role of teachers in educational research has been an essential topic for decades especially in critical theoretical approaches such as Participatory Action Research (PAR). In the field of working life in the Nordic countries, theories of dialogue as a basis for collaboration have emerged and later been brought into education (Rönnerman et al 2008). A specific collaborative working method called dialogue conferences (Lund 2008) is used in this project. The researchers and teachers participating in the study are producing knowledge about teaching in common writing about educational dilemmas. They are participating in a book project, producing a book for teacher students. Doing this work they meet in a dialogue conference to discuss their writings. The concept of recognition, based on Ricoeur’s thinking, is used to interpret the ways in which their collaboration evolves. In the dialogue conference written cases of teaching and critical reflections from other researchers and school developing teachers on these cases are discussed. The aim is to agree on constructive feedback and get ideas about further writing. Written responses on each other’s texts and discussions are documented. Also, data from an evaluation of the meeting gets analyzed in relation to professional learning and recognition. Three aspects are in focus in the study; 1) what was identified by teachers and researchers as important content to discuss, respond to and write about, 2) how were teachers and researchers recognizing themselves as partners in the collaboration, and 3) in what ways, if so, were teachers and researchers recognizing the knowledge and competences of each other in the collaboration. Preliminary results point to the importance of teachers’ and researchers’ dialogue on matters focusing dilemmas and problems in the teaching practices. Based on reflections on the critical responses on the cases written by the teachers, the dialogues also seem to have been crucial for giving teachers strength to handle critical comments in constructive ways. In particular, recognition of other’s views and competence, as well as discerning recognition of one’s own competence in the written comments, contributed to this.

Place, publisher, year, edition, pages
2017.
Keyword [en]
Didactic research- and development, dialogue, collaboration, recognition
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-334772OAI: oai:DiVA.org:uu-334772DiVA: diva2:1160633
Conference
ECER in Copenhagen, Denmark, August 2017.
Projects
Teaching Traditions and Learning
Funder
Swedish Research Council, 2012-5023
Available from: 2017-11-27 Created: 2017-11-27 Last updated: 2017-11-27

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Almqvist, Jonas
By organisation
Department of Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 34 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf