Sammanfattning
The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant and one as external participant. In total, 202 students, 22 teachers, 2 teacher researchers, and 1 researcher participated. The qualitative analysis is framed by Wenger’s three boundary dimensions: engagement, imagination, and alignment. The results show that teachers’ actions in the second practice, no matter if they were internal or external participants, are characterized by a higher degree of security and knowledge and the lessons implemented are more effective regarding the students’ learning outcomes than in the first. The results show that knowledge develops in an interaction order regardless of the internal or external community order. The result from the first team informs the starting point for the second team, and knowledge boundaries are transferred by the teacher researcher from one CoRP to the other.
| Originalspråk | engelska |
|---|---|
| Sidor (från-till) | 191-209 |
| Antal sidor | 19 |
| Tidskrift | Teacher Development |
| Volym | 22 |
| Nummer | 2 |
| DOI | |
| Status | Published - 2018 mars 15 |
| Externt publicerad | Ja |
Bibliografisk information
Funding Information:The focus in the action is to design developing lessons to enhance student develop- ment The Trs are students in a phD program and under supervision during the project, both the teachers and Trs have teaching degrees and several years of experience as teachers The Trs have distributed research articles to help teach- ers understand the theoretical framework. They have also studied the curriculum and text books to develop a common understanding about the content taught The Trs contribute to the site of engagements with their theoretical expertise and the teachers with their teaching experience. The teachers in each discourse cycle share their lessons by video-record-ing The theoretical framework and earlier results are used to point out possible ways to handle the situation from different perspectives. The teachers and Trs share the experience of teaching The teachers are informed about the intentions of the project, and the studies are supported by the school leaders. The teachers have also had an in-service training to be prepared
Publisher Copyright:
© 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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