Guerrero Hernández, G;
Fernández-Ugalde, RA;
(2020)
Teachers as researchers: Reflecting on the challenges of research–practice partnerships between school and university in Chile.
London Review of Education
, 18
(3)
pp. 423-438.
10.14324/LRE.18.3.07.
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Abstract
Teachers have tended to be underestimated as experts of their own practice and relegated to a technical role. In this context, action research appears as a form to legitimate teachers as active agents and producers of educational knowledge. This article aims to examine how a collaborative research–practice partnership between schools and universities in Chile fosters teachers’ role as researchers. It adopts a qualitative methodology based on thematic analysis of data collected from questionnaires and focus groups. In particular, it reports perceptions of inservice teacher researchers who conducted research projects between 2016 and 2017 as a part of a researcher–practitioner partnership strategy implemented by a university in Chile. The findings suggest that the partnerships were highly valued among teachers because the partnerships allowed them to develop pedagogical reflection towards the improvement of their practices and required particular awareness and recognition of roles and the relationships between practical and theoretical knowledge. Finally, possibilities for strengthening teachers’ role as researchers and collaborative research are presented at the end of the article.
| Type: | Article |
|---|---|
| Title: | Teachers as researchers: Reflecting on the challenges of research–practice partnerships between school and university in Chile |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/LRE.18.3.07 |
| Publisher version: | https://doi. org/10.14324/LRE.18.3.07 |
| Additional information: | © 2020 Guerrero-Hernández and Fernández-Ugalde. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https:// creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original authors and source are credited. |
| Keywords: | research–practice partnership, teachers as researchers, collaborative research |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Centre for Doctoral Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10124829 |
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