Abstract

Discussions about power have only recently begun to appear in the learning sciences literature. Most of this important work takes a critical perspective; the present work complements these efforts by examining power sharing as a catalyst for empowerment in teacher-researcher co-design. Even though teacher-researcher collaborations are discussed in the literature as contexts for empowerment, less is known about the processes that enable empowerment and their connection to learning. This case study examined co-design interactions to identify processes and conditions of empowerment in the context of designing a module to integrate Responsible Research and Innovation in elementary school science education. The co-design team consisted of seven in-service science teachers and one researcher. The main data corpus included ten face to face and online co-design meetings of over 13 hours of video, supplemented by co-design documentation, teacher interviews, and survey data. The analysis of the co-design interactions identified facilitating conditions for supporting power sharing during the co-design, which attended to socio-structural conditions to support the co-design activities and included the anticipation of real-world impact through classroom implementations. Findings suggest that teacher and researcher empowerment develop through power sharing which helps increase access to information and resources and the development of knowledge and skills, thus enabling teachers to make decisions on what and how to teach and researchers to provide just-in-time support.

摘要

关于权力的讨论直到最近才开始出现在学习科学文献中。大多数这项重要工作都采用批判性视角。目前的工作通过研究权力共享作为教师-研究人员联合设计中赋权的催化剂来补充这些努力。尽管在文献中将教师-研究人员合作作为赋权的背景进行了讨论，但人们对赋权的过程及其与学习的联系知之甚少。本案例研究检查了协同设计交互，以确定在设计模块以整合责任研究和创新的背景下授权的过程和条件在小学科学教育中。共同设计团队由七名在职科学教师和一名研究员组成。主要数据语料库包括 10 场面对面和在线协同设计会议，视频超过 13 小时，辅以协同设计文档、教师访谈和调查数据。对协同设计交互的分析确定了在协同设计期间支持权力共享的便利条件，这些条件关注支持协同设计活动的社会结构条件，并包括通过课堂实施对现实世界影响的预期。研究结果表明，教师和研究人员的赋权是通过权力分享来发展的这有助于增加对信息和资源的获取以及知识和技能的发展，从而使教师能够就教学内容和教学方式做出决定，并使研究人员能够提供及时的支持。