Goff, Wendy and Veresov, Nikolai (2015) Examining teacher-researcher collaboration through the cultural interface. Cultural Studies of Science Education, 10 (3). pp. 621-627. ISSN 1871-1502
Abstract
Sharada Gade, in drawing on her long association with a mathematics teacher in Sweden, theorises the complexities of the teacher-researcher collaboration as an expansive learning activity that has developed over time. In this paper, an alternate reading of the teacher-researcher collaboration is offered, one that adds to the analysis provided by Gade, but which draws on the conceptual lens of the cultural interface. We build on Gade’s theorising by further explicating the relational space that emerges when teachers and researchers come together. We argue that it is the emergence of this space that can restrain or facilitate the trajectory of collaboration.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Files associated with this item cannot be displayed due to copyright restrictions. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 Jul 2013 - 30 Jun 2019) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 Jul 2013 - 30 Jun 2019) |
| Date Deposited: | 07 Jul 2016 05:14 |
| Last Modified: | 14 Jul 2016 02:39 |
| Uncontrolled Keywords: | cultural interface; teacher-researcher; collaboration; relational agency |
| Fields of Research (2008): | 20 Language, Communication and Culture > 2002 Cultural Studies > 200204 Cultural Theory 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy |
| Fields of Research (2020): | 47 LANGUAGE, COMMUNICATION AND CULTURE > 4702 Cultural studies > 470207 Cultural theory 39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy |
| Identification Number or DOI: | https://doi.org/10.1007/s11422-015-9665-9 |
| URI: | http://eprints.usq.edu.au/id/eprint/29145 |
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