Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-Design Settings

Autor/inn/en	Kyza, Eleni A.; Agesilaou, Andria
Titel	Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-Design Settings
Quelle	In: Cognition and Instruction, 40 (2022) 1, S.100-125 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kyza, Eleni A.) ORCID (Agesilaou, Andria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2021.2010213
Schlagwörter	Researchers; Cooperation; Elementary School Science; Elementary School Teachers; Teacher Attitudes; Empowerment; Professional Development; Grade 4; Grade 5; Grade 6; Access to Information; Curriculum Design; Personal Autonomy; Decision Making; Self Efficacy; Foreign Countries; Cyprus + Suchen Sie Ihr Suchwort? Researcher; Forscher; Co-operation; Kooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Lehrplangestaltung; Individuelle Autonomie; Decision-making; Entscheidungsfindung; Self-efficacy; Selbstwirksamkeit; Ausland; Zypern
Abstract	Discussions about power have only recently begun to appear in the learning sciences literature. Most of this important work takes a critical perspective; the present work complements these efforts by examining power sharing as a catalyst for empowerment in teacher-researcher co-design. Even though teacher-researcher collaborations are discussed in the literature as contexts for empowerment, less is known about the processes that enable empowerment and their connection to learning. This case study examined co-design interactions to identify processes and conditions of empowerment in the context of designing a module to integrate "Responsible Research and Innovation" in elementary school science education. The co-design team consisted of seven in-service science teachers and one researcher. The main data corpus included ten face to face and online co-design meetings of over 13 hours of video, supplemented by co-design documentation, teacher interviews, and survey data. The analysis of the co-design interactions identified facilitating conditions for supporting power sharing during the co-design, which attended to socio-structural conditions to support the co-design activities and included the anticipation of real-world impact through classroom implementations. Findings suggest that teacher and researcher empowerment develop through "power sharing" which helps increase access to information and resources and the development of knowledge and skills, thus enabling teachers to make decisions on what and how to teach and researchers to provide just-in-time support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01