Programs that bring teachers and scientists together have continued to achieve attention as important potential contributions to science education. Often, however, those programs place teachers in the position of learner or apprentice to the scientists. This study examines a teacher–scientist partnership program (two project sites, two teachers and one scientist at each) that explicitly sought to challenge that model, bringing science teachers into science labs to share their expertize in a collaborative project. Using a framework that probes both the actors’ and analysts’ perspectives on expertize, this study examines whether the promise of the program's goal for mutual learning through collaboration can be met. Analysis of interviews and collaborative products focused on evidence of contributory and interactional expertize to understand if the project was able to bring together a group that was likely to be able to collaborate successfully. Metadiscourse was then probed to gain a deeper understanding of the ways in which they spoke of the expertize of their collaborators. Findings suggest that creating collaborative teams with ideal expertize matches is challenging and that collaborative efforts are complicated by the historic status of scientific and teaching expertizes especially in relation to outreach or knowledge translation projects.

中文翻译：

---

“我们正在采取他们的出色思维”：理科老师的专业知识，元话语以及师生合作的挑战

将教师和科学家们聚集在一起的计划继续受到关注，这是对科学教育的重要潜在贡献。但是，这些程序通常会将教师置于科学家的学习者或学徒的位置。这项研究考察了教师与科学家的合作计划（两个项目地点，两个老师，每个科学家一个），这些计划明确地试图挑战该模型，将理科教师带入科学实验室，以在一个合作项目中分享他们的专业知识。本研究使用一个框架，该框架探讨了参与者和分析人员对专业技能的观点，从而检验了该计划是否可以实现通过协作进行相互学习的目标。对访谈和协作产品的分析着重于贡献性和交互性专业知识的证据，以了解该项目是否能够召集一个可能成功进行协作的团队。然后探究了元语篇，以加深他们对合作者专业知识的谈论方式。研究结果表明，创建具有理想专业知识匹配的协作团队具有挑战性，并且由于科学和教学专业知识的历史地位，尤其是与外展或知识翻译项目相关的协作，协作努力变得复杂。然后探究了元语篇，以加深他们对合作者专业知识的谈论方式。研究结果表明，创建具有理想专业知识匹配的协作团队具有挑战性，并且由于科学和教学专业知识的历史地位，尤其是与外展或知识翻译项目相关的协作，协作努力变得复杂。然后探究了元语篇，以加深他们对合作者专业知识的谈论方式。研究结果表明，创建具有理想专业知识匹配的协作团队具有挑战性，并且由于科学和教学专业知识的历史地位，尤其是与外展或知识翻译项目相关的协作，协作努力变得复杂。