Research practice partnership for schools and universities

Pereira, Andrew Joseph; Fang, Yanping

doi:10.1080/02188791.2022.2058911

Cited by 1 publication

(1 citation statement)

References 55 publications

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“…Third, to enhance U–S collaboration, it is necessary to focus on the differences between universities and schools so that they can interact, cooperate, and gradually understand each other, eventually forming common goals and beliefs in collaboration (Zhang, 2008 ), which requires frequent communication between members (Stevens et al, 1992 ). Not simply talking or engaging in conversation, communication involves the reframing of roles to engage from positions of hybridity, and both researchers and teachers adopt or incorporate the role of the other for greater interdependence and engagement (Pereira and Fang, 2022 ). Additionally, multiple contradictions were identified as the driving force to promote the formation of a shared object, to form a shared object in U–S collaboration; both sides should consciously change themselves in some aspects.…”

Section: Discussionmentioning

confidence: 99%

How to form shared objects to enhance university–school collaboration? A cultural–historical activity theory perspective

Fang,

Mao,

Hong

et al. 2024

Front. Psychol.

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IntroductionUniversity-school (U–S) collaboration has proven to be an effective approach for teacher professional development, but it could be hampered by the lack of shared objects. To understand how shared objects are formed in U–S collaboration, this research established a university-school collaborated Change Laboratory in W primary school based on cultural-historical activity theory, which is under the background of Chinese teaching research activity.MethodsRecordings of meetings throughout the year were transcribed into texts and coded, and then analyzed via the method of grounded theory and contradiction analysis.ResultsThe findings reveal that, in comparison to previous studies regarding shared object formation process, this study identified an special phase named “experimental object,” which highlights the significance of experimentation in U–S collaboration. Also, multiple contradictions are recognized as the driving force for shared object formation which would gradually transform into fundamental conflicts between tools. The main contradictions identified include those between scientific and daily concepts, university culture and school culture, as well as new experiment and old routine.DiscussionThe current study implicates that U–S collaboration is an expansive learning process to acquire unknown knowledge, which necessitates both parties engaging in exploration and experimentation together. Furthermore, shared object formation within U–S collaboration requires participants to focus on developing teaching tools while consciously undergoing changes in aspects such as logic of thinking, culture and routine.

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Section: Discussionmentioning

confidence: 99%