Exploring power and authority issues in a collaborative research project

Miller, Janet L.

doi:10.1080/00405849209543538

Cited by 16 publications

(8 citation statements)

References 11 publications

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“…It should be noted that although being a valuable educational endeavor, faculty-student collaboration, due to power relations (Miller 1992), is not free from problems (McCloughen and O'Brien 2006). Reflecting on the project, the authors suggest that in order to reduce confusion, frustration, and pressure that a teacher candidate might feel when collaborating with faculty members, all expectations have to be discussed at the beginning of collaboration.…”

Section: Learning Through Apprenticeshipmentioning

confidence: 93%

Mathematics, computers, and young children as a research-oriented learning environment for a teacher candidate

Abramovich

Cho

2009

Asia Pacific Educ. Rev.

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The advent of computer technology in the classroom raised the issue of its appropriate use by teachers and their students alike. It has been recommended that teacher education programs provide more opportunities for teacher candidates' use of technology including teaching their own technology-enhanced lessons. With a goal of integrating scholarship into student teaching, a teacher candidate enrolled in a graduate program in childhood education carried out a technology-enhanced research project within a professional development school. Examining the impact of the project on the teacher candidate, this article describes how one's pedagogical content knowledge and technological competence can be developed through a research-oriented teaching experience. The article also demonstrates the emergence of a community of practice that shares the goal of providing learning spaces for the teacher candidate and young children in the context of mathematics enrichment with computers.

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Section: Learning Through Apprenticeshipmentioning

confidence: 93%

Mathematics, computers, and young children as a research-oriented learning environment for a teacher candidate

Abramovich

Cho

2009

Asia Pacific Educ. Rev.

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“…Finalmente, el modelo colaborativo basado en capacidades permite al auxiliar de investigación aportar sus capacidades cognitivas a las soluciones analizadas, poniendo a prueba las habilidades y las actitudes frente a la realidad (Feldman, 1996;Miller, 1992).…”

Section: Revista Academia Y Virtualidad 7(2):53-63 2014unclassified

Aprender haciendo – investigar reflexionando: caso de estudio paralelo en Colombia y Chile

García¹,

López²

2014

Academia y Virtualidad

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El presente artículo ofrece una reflexión sobre las posturas metodológicas del construccionismo que integran las tecnologías de la información y la comunicación (tic), entre ellas la WebQuest, objetos digitales de aprendizaje, plataformas e-Learning, entre otras, de gran auge actual, frente a nuevos objetivos y desafíos con visión futurista de la sociedad. Para abrir la reflexión sobre el proceso de enseñanza-aprendizaje se propone un caso de estudio que permita evaluar cómo el metabolismo de la sala de clases ha cambiado, principalmente por el uso masivo de las tic que brinda al estudiante una metodología de información distribuida en diferentes y variadas fuentes de información, apartando la metodología centralizada que le prepara mediante el aprender haciendo e investigar reflexionando. En el ambiente universitario, la investigación forma parte del quehacer del estudiante convertido inicialmente en auxiliar de investigación y es ahí donde resulta necesario un análisis de los efectos que causan sus investigaciones en el medio sociocultural y productivo en el cual se desenvuelve. El caso de estudio se desarrolla con los grupos de investigación en telemedicina de la Universidad Militar Nueva Granada de Colombia (Tigum) y en Nuevas Tecnologías de la Universidad Santiago de Chile (gint), que durante 2012 y 2013 han realizado un estudio paralelo exploratorio aplicando la metodología “aprender haciendo-investigar reflexionando”, la cual permite evaluar los resultados de investigación y el desarrollo profesional de sus auxiliares participantes. Así, se ha logrado que el 80% de los auxiliares continúen sus estudios de posgrado en maestrías o doctorados a nivel nacional o internacional. Palabras clave: metodología, aprender, hacer, investigar, reflexionar.

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“…A review of relevant literature (Kyle & McCutcheon, 1984;Oakes, et al, 1986;Campbell. 1988;Beck & Black, 1991;Knight, et al, 1992;Miller, 1992;Lieberman, 1992;Levin, 1993;Feldman. 1993) found that there can be limitations as well as benefits in collaborative forms of research.…”

Section: What the Literature Findsmentioning

confidence: 99%

Critical Collaborative Action Research as a Means of Curriculum Inquiry and Empowerment

Aspland

MacPherson

Proudford

et al. 1996

Educational Action Research

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This paper articulates firstly, the main issues underpinning collaborative research which have been presented in the recent literature. Secondly, the paper reports on the collaborative approaches used in two recent studies in which the researchers worked with teachers and investigated matters of mutual interest in relation to curriculum policy formulation and practice. A number of propositions, grounded in the data, have emerged from the studies and are presented here for scrutiny. These are set within a brief review of contemporary literature, with a view to extending existing beliefs and propositions about a collaborative research approach which brings meaning to the lived experiences of people in the field. The article concludes by arguing for a critical orientation towards collaborative action research as a worthwhile means of forming a partnership between university researchers and school-based teacher-researchers for both curriculum inquiry and empowerment. It is anticipated that such a paper will 'speak' to others engaging in similar professional field-based projects and will help to sharpen their own perceptions.

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Exploring power and authority issues in a collaborative research project

Cited by 16 publications

References 11 publications

Mathematics, computers, and young children as a research-oriented learning environment for a teacher candidate

Mathematics, computers, and young children as a research-oriented learning environment for a teacher candidate

Aprender haciendo – investigar reflexionando: caso de estudio paralelo en Colombia y Chile

Critical Collaborative Action Research as a Means of Curriculum Inquiry and Empowerment

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