ABSTRACT

Research is needed to explain in more depth what happens and why in teacher-researcher collaboration. Previous research on collaboration points out issues such as asymmetric power relations and cultural differences between professions that can potentially cause problems. This paper examines a Swedish action research project in which teachers and researchers worked together to write a textbook for pre-service teacher education. To study the collaboration, theory on recognition was used to interpret how teachers and, to some extent, researchers understand and value themselves and each other’s participation and contribution. Data was collected from a two-day dialogue meeting in the middle of the process where teachers and researchers met to discuss their on-going writing. The result shows that, through well-structured dialogues, the participants transformed their understanding and valuing of both themselves and others in relation to the task of producing new didactical knowledge. This is interpreted as transformed self-recognition for the teachers, who started to acknowledge themselves as knowledge producers. This transformation was crucial for developing the mutual recognition through which new didactical knowledge emerged as a result of the collaboration.

摘要

需要进行研究来更深入地解释教师与研究人员合作中会发生什么以及为什么会发生这种情况。先前关于协作的研究指出了诸如权力关系不对称和职业之间的文化差异等问题可能会导致问题。本文考察了瑞典的一个行动研究项目，在该项目中，教师和研究人员共同编写了一本教师职前教育教科书。为了研究这种合作，识别理论被用来解释教师，在某种程度上，研究人员如何理解和重视他们自己以及彼此的参与和贡献。数据是从教师和研究人员开会讨论他们正在进行的写作的过程中进行的为期两天的对话会议中收集的。结果表明，通过结构良好的对话，参与者在产生新的教学知识的任务中改变了他们对自己和他人的理解和评价。这被解释为教师自我认知的转变，他们开始承认自己是知识生产者。这种转变对于发展相互认可至关重要，通过这种相互认可，合作产生了新的教学知识。