{"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 , 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 , 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}
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.
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.