NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1074295
Record Type: Journal
Publication Date: 2015-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-1871-1502
Unpacking Teacher-Researcher Collaboration with Three Theoretical Frameworks: A Case of Expansive Learning Activity?
Gade, Sharada
Cultural Studies of Science Education, v10 n3 p603-619 Sep 2015
Long association with a mathematics teacher at a Grade 4-6 school in Sweden, is basis for reporting a case of teacher-researcher collaboration. Three theoretical frameworks used to study its development over time are relational knowing, relational agency and cogenerative dialogue. While relational knowing uses narrative perspectives to explore the experiential and relational nature of collaboration; relational agency, draws on activity theory perspectives and identifies the change in the purpose of collaboration, from initially conducting classroom interventions to co-authoring research. Finally, cogenerative dialogue, deploys hermeneutic-phenomenological perspectives and investigates the dialogue that transpired between Lotta and the author, as they co-authored their research report. Such analysis sheds invaluable light on a case of expansive learning activity.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden