Abstract / Description of output
There is growing interest in the use of research-practice partnerships in education, in an attempt to narrow the widely recognized gap between educational research and practice. However, there is a tendency for partnership research to be weighted towards first-person accounts and the majority of literature comes from the US. This article describes the process of researcher-teacher collaboration to co-design an educational program, and teachers’ evaluation of this process, set within the context of a longer-term research-practice partnership in the UK. This paper discusses the benefits, challenges and methodological considerations associated with research-practice partnerships. Implications for future research-practice partnerships are highlighted, as are lessons learnt for those interested in working collaboratively and productively at the intersection of research and practice.
Original language | English |
---|---|
Article number | 102134 |
Number of pages | 14 |
Journal | International Journal of Educational Research |
Volume | 117 |
Early online date | 6 Jan 2023 |
DOIs | |
Publication status | Published - 2023 |
Keywords / Materials (for Non-textual outputs)
- research-practice
- partnership
- collaborative
- co-design
- literacy