1 Introduction
2 Related Research
3 Research Approach
3.1 The Empirical Case
Roles | Researcher | Teachers |
---|---|---|
Inspiration | Ideas from research | Ideas from practice |
Collaboration | Partner for discussions, planning, reflection | |
Critical friend | Challenge practice | Challenge theory |
Teaching design | Suggest novel teaching models | |
Planning | Support planning | Plan teaching models |
Teaching | Occasionally assist teaching | Conduct teaching models |
Pedagogical Evaluator | Evaluate conducted teaching models | |
Technical evaluator | Evaluate used technology | |
Analysis | Analyse processes, methods, teaching activities, student work | Analyse teaching activities, student work |
Research | Develop methods and models | |
Documentation | Document meetings, planning, project activities, evaluations | Document teaching plans |
Information | Spread research, project results | Spread project results |
3.2 Data Sources
3.3 Data Analysis
4 Results and Analysis
Boundaries Data sources | Organizational | Organizational and Technological | Technological | Cultural | Total |
---|---|---|---|---|---|
Questionnaire | 0 | 4 | 6 | 4 | 14 |
Midway report | 7 | 11 | 25 | 11 | 54 |
Final reports | 7 | 6 | 20 | 8 | 41 |
Teaching models | 3 | 0 | 3 | 6 | 12 |
Total | 17 | 21 | 54 | 29 | 121 |
4.1 Boundary Categorization
4.2 Technological Boundaries
The pilot teaching model [the collaboration during the first year] in the science groups has mainly focused on getting technical solutions in place and making communication work, as well as finding software suitable for the work […] The academic aspect has been tuned down due to limited time as well as the need to get the technology in place.
4.3 Organizational Boundaries
Teacher X: Now we must convince him [cross-boundary colleague], that we should pursue this... Maybe we should assign him to choose a text at least? Or maybe it is better if we do that too… or does it feel like we override him then?Teacher Y: No, I think it will be good ... you know if you are stressed and have a lot to do and you receive a complete plan, it is something that makes it much, much easier for you. Am I right?
4.4 Cultural Boundaries
This [diffenences] has led to teachers being able to have exciting subject didactic discussion about the understandings of the subjects and the differences between the countries. […] Teachers have had to look at their subjects in new ways […] and have constantly challenged their perspective.
Teacher X: We noticed that we had different prior understanding or attitudes, since many Danes used the term ‘female roles’ … several times… and after a while we responded: What do you mean by ‘female roles’? It was interesting that they immediately assume that it is all about female roles…Teacher Y: And not ‘gender roles’.Teacher X: Exactly. But I think we all agree now.