Knowledge Interactions in Teacher-Scientist Partnerships

Negotiation, Consultation, and Rejection

Datos Bibliográficos

ID5160525
AutoresTamara Holmlund Nelson (0000-0001-6132-7873, Washington State University Vancouver, autor de correspondencia)
Año2005
Volumen56
Número4
Páginas382-395
Fecha de publicación2005-09-01
Open AccessSí
TipoARTICLE
RevistaJournal of Teacher Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4871 • E-ISSN: 1552-7816
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487105279938
OpenAlexW1980028293
IdiomaEN
Citas recibidas4
Referencias citadas21

The purpose of this study was to understand how teachers and graduate-level scientists negotiated differing knowledge bases to work together to improve science teaching and learning. Partners' coparticipation in and dialogue about pedagogical decisions and actions were analyzed. Three theoretical representations of dialogic interactions emerged from this analysis: knowledge negotiation, consultation, and rejection. Knowledge negotiation was a sustained inquiry stance involving intentional actions to understand each other's knowledge representations. This was theorized as having the most potential for transformation of the cultural resources associated with science education. Only one of the nine partnerships in the study was characterized by knowledge negotiation. To explain this, the extensive support for university partners in creating a dialogic community is contrasted with the lack of support for participating teachers. The existence of power differentials between partners and the relevance of this to knowledge consultation are also discussed

Dialogic · Negotiation · Pedagogy · Political science · Power (physics) · Relevance (law) · Sociology · Work (physics) · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy