A Person-Centered Approach for Analyzing Multidimensional Integration in Collaboration Between Educational Researchers and Practitioners

Robin Pascal Straub; Timo Ehmke

doi:10.3389/feduc.2021.492608

A Person-Centered Approach for Analyzing Multidimensional Integration in Collaboration Between Educational Researchers and Practitioners

Titel in Übersetzung: Ein personenzentrierter Ansatz zur Analyse der multidimensionalen Integration in der Zusammenarbeit zwischen Bildungsforschung und Schulpraxis: -

Robin Pascal Straub
, Timo Ehmke

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › Begutachtung

2 Zitate (Scopus)

Abstract

This study was conducted in the context of a development project for teacher education, establishing a collaborative format called Transdisciplinary Development Teams (TDTs). The aim of this study was to investigate (a) how participating TDT members assess focal dimensions of integration characteristics (DICs) with regard to success factors and challenging aspects. DICs are operationalized as (1a) mutual learning and (1b) knowledge integration, (2a) perceived trustworthiness, and (2b) appreciation within the team, and (3a) collective ownership of goals. In addition, they seek to (b) differentiate the types of actors characterized by particular assessment patterns. The study employs a person-centered approach (cluster analysis) and uses a data corpus with 62 response sets. Subsequently, this study offers a genuine conceptual approach to frame interorganizational collaboration in teacher education. On this basis, empirical insights that provide further practical implications to support future collaboration at the boundary of educational research and practice have been generated.

Titel in Übersetzung	Ein personenzentrierter Ansatz zur Analyse der multidimensionalen Integration in der Zusammenarbeit zwischen Bildungsforschung und Schulpraxis: -
Originalsprache	Englisch
Aufsatznummer	492608
Zeitschrift	Frontiers in Education
Jahrgang	6
Seitenumfang	13
DOIs	https://doi.org/10.3389/feduc.2021.492608
Publikationsstatus	Erschienen - 06.07.2021

Bibliographische Notiz

This article has been written in the context of the ZZL-Netzwerk, a research and development project at the Leuphana University Lüneburg, Germany. The project was supported by the Teacher Training Quality Campaign (Qualitätsoffensive Lehrerbildung), a funding program by the German Federal Ministry for Education and Research (BMBF) (project number: 01JA1603; www.leuphana.de/zzl-netzwerk).

Fachgebiete und Schlagwörter

Empirische Bildungsforschung

ASJC Scopus Sachgebiete

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10.3389/feduc.2021.492608Lizenz: CC BY

DownloadEndgültige, publizierte Fassung, 981 KBLizenz: CC BY

ZZL-Netzwerk 2.0: Theorie-Praxis-Verzahnung in der Lehrerbildung in den Handlungsfeldern „Kompetenzorientierter Unterricht“, „Inklusion“, „Coaching & Mentoring“ und „Lehrkräftegesundheit“
Ehmke, T. (Wissenschaftliche Projektleiter*in), Leiss, D. (Wissenschaftliche Projektleiter*in), Schmidt, T. (Wissenschaftliche Projektleiter*in), Weinhold, S. (Wissenschaftliche Projektleiter*in), Straub, R. P. (Projektmitarbeiter*in), Schilling, L. (Projektmitarbeiter*in), Besser, M. (Wissenschaftliche Projektleiter*in), Fischer-Schöneborn, S. (Koordinator*in), Bormann, F. (Projektmitarbeiter*in), Kuchenbuch, F. (Projektmitarbeiter*in), Ahlers, M. (Partner*in), Hall, E.-M. (Projektmitarbeiter*in), Barth, M. (Partner*in), Jastrow, F. (Projektmitarbeiter*in), Süßenbach, J. (Partner*in), Anders, D. (Projektmitarbeiter*in), Kleinknecht, M. (Partner*in), Hohensee-Rüggen, E. (Projektmitarbeiter*in), Schiemann, S. (Partner*in), Paulus, P. (Partner*in), Claußen, J. T. (Projektmitarbeiter*in), Poschkamp, A.-K. (Projektmitarbeiter*in), Köllner, G. (Projektmitarbeiter*in), Hüfner, S. K. (Projektmitarbeiter*in), Schürmann, H. (Projektmitarbeiter*in) & Abels, S. (Partner*in)
Bundesministerium für Bildung und Forschung
01.07.19 → 31.12.23
Projekt: Transfer (FuE-Projekt)

Datei

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abstract = "This study was conducted in the context of a development project for teacher education, establishing a collaborative format called Transdisciplinary Development Teams (TDTs). The aim of this study was to investigate (a) how participating TDT members assess focal dimensions of integration characteristics (DICs) with regard to success factors and challenging aspects. DICs are operationalized as (1a) mutual learning and (1b) knowledge integration, (2a) perceived trustworthiness, and (2b) appreciation within the team, and (3a) collective ownership of goals. In addition, they seek to (b) differentiate the types of actors characterized by particular assessment patterns. The study employs a person-centered approach (cluster analysis) and uses a data corpus with 62 response sets. Subsequently, this study offers a genuine conceptual approach to frame interorganizational collaboration in teacher education. On this basis, empirical insights that provide further practical implications to support future collaboration at the boundary of educational research and practice have been generated.",

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A Person-Centered Approach for Analyzing Multidimensional Integration in Collaboration Between Educational Researchers and Practitioners

Abstract

Bibliographische Notiz

Fachgebiete und Schlagwörter

ASJC Scopus Sachgebiete

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Projekte

ZZL-Netzwerk 2.0: Theorie-Praxis-Verzahnung in der Lehrerbildung in den Handlungsfeldern „Kompetenzorientierter Unterricht“, „Inklusion“, „Coaching & Mentoring“ und „Lehrkräftegesundheit“

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