Research with teachers for learning
|Coordinator||Stiftelsen Högskolan i Jönköping|
|Funding from Vinnova||SEK 150 000|
|Project duration||February 2016 - March 2017|
|Venture||Personal mobility between societal sectors|
|Call||Mobility of individuals for innovation|
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.