Teacher–researcher relationships and collaborations in research

Bronwen Cowie, Kathrin Otrel-Cass, Judy Moreland, Alister Jones, Beverley Cooper, Merilyn Taylor


To understand the complexity of the classroom in ways that might inform teaching research is needed that explains both why and how something works. Teacher–researcher collaboration is essential if this is to happen. Collaborative work can ensure that research builds on from what teachers know and can do. Researchers working with teachers to address their current concerns are more likely to generate insights into what teachers might do and where they might go next. Collaboration can contribute a warrant for relevance for research findings. At the same teachers deepen and enhance their own practice through engaging in the research process. This paper describes and discusses some approaches to collaboration that have enables researchers and teachers to access a diversity of ideas and expertise to their mutual benefit


Collaborative research; dissemination; practitioner-research

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DOI: 10.15663/wje.v20i3.239


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© Wilf Malcolm Institute of Educational Research, Te Kura Toi Tangata Faculty of Education, 2015