评估教师教育研究与实践伙伴关系中的跨界合作:关于共建、动机、满意度、信任和能力提升的经验见解

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sandra Fischer-Schöneborn , Timo Ehmke
{"title":"评估教师教育研究与实践伙伴关系中的跨界合作:关于共建、动机、满意度、信任和能力提升的经验见解","authors":"Sandra Fischer-Schöneborn ,&nbsp;Timo Ehmke","doi":"10.1016/j.stueduc.2023.101305","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Evaluating boundary-crossing collaboration in research-practice partnerships in teacher education: Empirical insights on co-construction, motivation, satisfaction, trust, and competence enhancement\",\"authors\":\"Sandra Fischer-Schöneborn ,&nbsp;Timo Ehmke\",\"doi\":\"10.1016/j.stueduc.2023.101305\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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.</p></div>\",\"PeriodicalId\":47539,\"journal\":{\"name\":\"Studies in Educational Evaluation\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2023-09-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Educational Evaluation\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0191491X23000718\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X23000718","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

本研究考察了德国初级师范教育研究与实践伙伴关系(RPP)中的跨界合作,探索了理论与实践环节的改进。本研究旨在评估这种特殊的合作形式,特别是确定RPP的成功因素以及参与者群体之间的差异。研究的特征包括动机因素、合作方面、共同建设性知识获取、能力提升和满意度。这项研究采用了一项定量调查,共有来自四组的78名参与者:学校从业者、研究人员、师范生和课外组织的合作伙伴。进行了单因素方差分析,并计算了有效关系的路径模型。结果表明,RPP是“平等基础上”的合作;参与能够促进教学、评估和创新方面的专业发展;分享实践经验是知识共建的主导因素,也是成功的主要驱动力;参与动机主要受内在调控。这项研究有助于国际上关于RPP的辩论,并倡导在教师教育中建立RPP。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Evaluating boundary-crossing collaboration in research-practice partnerships in teacher education: Empirical insights on co-construction, motivation, satisfaction, trust, and competence enhancement

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.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信