Abstract
An international trend in educational policy aims to stimulate links between educational research and practice (Wyse et al, 2018) with the purpose to develop,
and understand how things work in a classroom rather than strive for a fixed solution. Research projects from this perspective have varied theoretical and
methodological approaches and different study designs such as action research, design-based research, intervention, and learning study. One challenge in
practice-based educational research is to achieve collaboration between practitioners and researchers that works and is part of the teachers’ regular tasks and
everyday work: what is meant and expected by collaboration, how is it planned for, what roles are possible, and desirable, for teachers to take and, how do
teachers develop and perceive the possibilities of agency and ownership in research and work? This round table invites scholars to take part in a discursive
explorative discussion on these issues starting with an example from an ongoing Swedish research project Teachers' meta knowledge and assessment
practices in digital, multimodal learning environments, that applies a Design-Based Research research approach (Ball, 2004; McKenney & Reeves,
2019). ReferencesBall, P. (2004). On the Theoretical Breadth of Design-Based Research in Education. Educational Psychologist, 39(4), 243-253.
https://doi.org/10.1207/s15326985ep3904_6McKenney, S. & Reeves, T. C. (2019). Conducting Educational Design Research. 2nd ed, London:
Routledge.Wyse, D., Brown, C., Oliver, S., & Poblete, X. (2018). The BERA close-to-practice research project: Research report.
and understand how things work in a classroom rather than strive for a fixed solution. Research projects from this perspective have varied theoretical and
methodological approaches and different study designs such as action research, design-based research, intervention, and learning study. One challenge in
practice-based educational research is to achieve collaboration between practitioners and researchers that works and is part of the teachers’ regular tasks and
everyday work: what is meant and expected by collaboration, how is it planned for, what roles are possible, and desirable, for teachers to take and, how do
teachers develop and perceive the possibilities of agency and ownership in research and work? This round table invites scholars to take part in a discursive
explorative discussion on these issues starting with an example from an ongoing Swedish research project Teachers' meta knowledge and assessment
practices in digital, multimodal learning environments, that applies a Design-Based Research research approach (Ball, 2004; McKenney & Reeves,
2019). ReferencesBall, P. (2004). On the Theoretical Breadth of Design-Based Research in Education. Educational Psychologist, 39(4), 243-253.
https://doi.org/10.1207/s15326985ep3904_6McKenney, S. & Reeves, T. C. (2019). Conducting Educational Design Research. 2nd ed, London:
Routledge.Wyse, D., Brown, C., Oliver, S., & Poblete, X. (2018). The BERA close-to-practice research project: Research report.
| Original language | English |
|---|---|
| Publication status | Published - 2023 |
| Event | The 20th Biennial EARLI Conference: Education as a Hope in Uncertain Times - University of Thessaloniki, Thessaloniki, Greece Duration: 2023-Aug-22 → 2023-Aug-26 https://www.earli.org/events/earli2023#section-about |
Conference
| Conference | The 20th Biennial EARLI Conference |
|---|---|
| Country/Territory | Greece |
| City | Thessaloniki |
| Period | 23-08-22 → 23-08-26 |
| Internet address |