ABSTRACT Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom. Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement. Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics. Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.

中文翻译：

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使用基于设计的研究在研究人员和从业者之间建立伙伴关系

摘要背景：教育研究的一个主要目标是为实践提供信息，从而改善教学和学习。然而，研究与实践之间的关系是复杂的，实践中的变化与研究结果之间往往没有明确的联系。研究和实践的挑战之一是打破障碍并找到有效和可持续的方法将研究结果转化为课堂上的实际解决方案。目的：这篇散文重点描述了在采用基于设计的研究 (DBR) 方法将研究人员和从业人员聚集在一起时所涉及的合作伙伴关系的性质。研究人员和从业人员合作设计了一个专业发展 (PD) 计划，以解决课堂问题并提高从业者的研究参与度。证据来源：本文描述了作者使用 DBR 共同设计响应特定环境和从业者需求的 PD 计划的经验。它说明并举例说明了研究人员与从业人员合作本身处于设计过程的核心并能够找到解决方案的方式。本文还考虑了 DBR 不同阶段的从业者和研究人员的认识论立场。描述的背景是在两所教师教育学院进行的混合方法干预研究，该研究记录了 PD 计划的设计和改进，以促进教师有效使用技术来教授数学。讨论和结论：这里展示和讨论的例子表明，DBR 过程如何能够促进研究人员和从业人员之间富有成效的合作，并提高研究参与度。通过与从业者合作设计 PD 计划等干预措施，DBR 可以为改进实践和深化教育研究与课堂实践之间的关系提供实用的方法。