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Research with teachers for learning

Reference number
Coordinator Stiftelsen Högskolan i Jönköping
Funding from Vinnova SEK 150 000
Project duration February 2016 - March 2017
Status Completed
Venture Personal mobility between societal sectors

Purpose and goal

The aim of the project was to try out and develop a model for systematic knowledge production of learning where teachers and a researcher jointly participate in all phases of the research process. The research process was iterative, intervening and collaborative, where teachers´ experience-based knowledge was a unique contribution to the research process as well as a theory of learning. An allover aim was to provide insights about of how teachers can be involved in researching their own practice and how the educational field could develop into a knowledge generating sector.

Expected results and effects

The project shows that "researching teachers" can make their school practice knowledge-generating. On the basis of their students´ difficulties about rational numbers the teachers developed their teaching and student learning. Additionally, they developed a practical-theoratical knowledge product about the necessary conditions for student learning. This product could be shared and used beyond the own school context. The study also shows that a systematic and collaborative work is not a guarantee for knowledge-generating activities.

Planned approach and implementation

In the iterative research process the teachers collaboratively and systematically explored their teaching and student learning. All teachers used a learning theory as a tool when planning and analyzing the relationship between teaching and learning. Their teaching experiences and the theoretical tool generated a knowledge product consisting of lesson plans and specific tasks. Adio-recordings from teacher planning meetings, field notes and log-book notes have been used in the overall analysis.

The project description has been provided by the project members themselves and the text has not been looked at by our editors.

Last updated 25 November 2019

Reference number 2015-06556

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