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Enhancing Teacher-Researcher Collaboration in Home School Projects

This seminar focused on the Teacher-Researchers (TRs) involved in the Home School Knowledge Exchange Project, showcasing how university researchers and teachers can collaborate to build research capacity. Key themes included the importance of linking projects to schools, the development of research skills, and supporting TRs in their pursuit of higher degrees. Participants shared their evolving understanding of action research, the need for open-ended questioning skills, and the challenges of balancing teaching and research roles. Insights from a case study in Leida highlighted the project's organic growth and raised aspirations among TRs.

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Enhancing Teacher-Researcher Collaboration in Home School Projects

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  1. TLRP RCBN Seminar Teacher Researchers in the Home School Knowledge Exchange Project Jan Winter 12 May 2004

  2. Teacher Researchers in the Home School Project University researchers Teacher researchers Teachers in schools

  3. Capacity building through TRs • Making a link between the project and schools • Developing research capacity in a wider group of people • Supporting study for higher degrees

  4. Case study – Leida • THE BEGINNING: • ‘I didn’t really understand the difference between action research and research – I’m slightly clearer now’ • ‘Asking open-ended questions – that’s a skills I need to learn’ • ‘I’m looking forward to doing something different from classroom teaching’

  5. Leida • WHERE WE ARE NOW: • ‘I could tackle questions from anyone now’ • ‘If you’d asked me the year previously it would have been impossible’ • ‘I feel, having experienced it, that’s the way I learn’ • ‘I think somewhere between the two is where my ideal would be’ (i.e. teaching and research)

  6. What the project has learned • A supporting group of 3 TRs was important • Work on a higher degree had pluses and minuses • ‘Organic’ growth was managed according to needs as they arose • Continued work in school kept TRs grounded • Managing two roles was a pressure

  7. What the project has learned • Gradual introduction to new opportunities was supportive • There is a dilemma about ‘where next?’ at end of project – TRs have raised aspirations • This has been a very successful way of working for the project

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