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

Robin Pascal Straub
, Timo Ehmke

Research output: Journal contributions › Journal articles › Research › peer-review

2 Citations (Scopus)

144 Downloads (Pure)

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.

Translated title of the contribution	Ein personenzentrierter Ansatz zur Analyse der multidimensionalen Integration in der Zusammenarbeit zwischen Bildungsforschung und Schulpraxis: -
Original language	English
Article number	492608
Journal	Frontiers in Education
Volume	6
Number of pages	13
DOIs	https://doi.org/10.3389/feduc.2021.492608
Publication status	Published - 06.07.2021

Bibliographical note

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).

Research areas and keywords

Empirical education research
cluster analysis
collaboration integration
research-practice üartnership
teacher education
transdisciplinarity

ASJC Scopus Subject Areas

Education

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10.3389/feduc.2021.492608Licence: CC BY

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ZZL-Netzwerk 2.0: Theorie-Praxis-Verzahnung in der Lehrerbildung in den Handlungsfeldern „Kompetenzorientierter Unterricht“, „Inklusion“, „Coaching & Mentoring“ und „Lehrkräftegesundheit“
Ehmke, T. (Project manager, academic), Leiss, D. (Project manager, academic), Schmidt, T. (Project manager, academic), Weinhold, S. (Project manager, academic), Straub, R. P. (Project staff), Schilling, L. (Project staff), Besser, M. (Project manager, academic), Fischer-Schöneborn, S. (Coordination), Bormann, F. (Project staff), Kuchenbuch, F. (Project staff), Ahlers, M. (Partner), Hall, E.-M. (Project staff), Barth, M. (Partner), Jastrow, F. (Project staff), Süßenbach, J. (Partner), Anders, D. (Project staff), Kleinknecht, M. (Partner), Hohensee-Rüggen, E. (Project staff), Schiemann, S. (Partner), Paulus, P. (Partner), Claußen, J. T. (Project staff), Poschkamp, A.-K. (Project staff), Köllner, G. (Project staff), Hüfner, S. K. (Project staff), Schürmann, H. (Project staff) & Abels, S. (Partner)
Federal Ministry of Education and Research
01.07.19 → 31.12.23
Project: Transfer (R&D project)

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Cite this

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AB - 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

Bibliographical note

Research areas and keywords

ASJC Scopus Subject Areas

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Projects

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

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