Classroom Development Through Teacher-Researcher Collaboration
Bridging the Rural Urban Divide in Norway?
DOI:
https://doi.org/10.47381/aijre.v31i3.309Keywords:
small data, didaktik, teaching development, teacer-researcher collaborationAbstract
Norwegian rural schools experience difficulties establishing teacher-researcher collaboration. It is well documented that these schools are described as needing urban development approaches. This study aims to understand if collaborative inquiry can function as a joint learning arena for the development of teachers' and researchers' capacity. Specifically, this approach might enable teachers to develop their teaching independently from urban-placed researchers. The study investigates how the collaborative approach, which is mainly driven by the teachers, bridges the urban-rural divide regarding both professional development and research. Expert interview data were analysed, guided by the principles of grounded theory. Regarding teachers' participation and inquiry, they show a rather passive role. Teacher-researcher co-operation is created through agency and ownership. Conclusively, both teachers and researchers are involved in building the bridge and learning from one another.
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- 29-11-2021 (2)
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