Critical aspects to consider when establishing collaboration between school leaders and researchers
Two cases from Sweden
Bibliographic Data
| ID | 21600768 |
|---|---|
| Authors | Anette Forssten Seiser (0000-0001-5086-6126, Institution of Pedagogical Studies, Karlstad University, Karlstad, Sweden, corresponding author), Ingela Strandli Portfelt (0000-0002-9276-6577, Institution of Pedagogical Studies, Karlstad University, Karlstad, Sweden) |
| Year | 2024 |
| Volume | 32 |
| Issue | 2 |
| Pages | 260-275 |
| Publication date | 2024-03-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2022.2110137 |
| OpenAlex | W4292319165 |
| Language | EN |
| Citations received | 5 |
| References cited | 18 |
The aim of this study is to explore what happened – and why – in a collaboration between ourselves as researchers and school leaders from two different schools in Sweden. The theory of practice architectures is used to frame the study. The goal of the collaboration was to enhance the scientific foundation of school practices, which motivated the use of action research as the methodological approach for designing the collaboration. The results allow us to propose a number of critical aspects to take into consideration when establishing a collaboration between researchers and school leaders. The first aspect concerns aiming for co-ownership and an equivalent collaboration. These involve trustful and respectful relations, empowering individuals in their professional roles. The second aspect is linked to attention to local infrastructures and the importance of organisational settings that facilitate a holistic approach and a shared understanding of the aims of both the research and the collaboration. The third and final aspect is related to school leaders’ legitimacy to organise research-based school improvements. School leaders are responsible for educational quality in schools, and this makes them best suited for leading school improvements. However, theoretical frameworks and methods introduced by researchers can support the ambition to enhance the scientific foundation of school practices. We advocate the development of practices inhabited by school practitioners and school researchers within the educational complex. In addition, we promote the creation of healthy environments in the form of arrangements that create spaces where equivalent collaborations, shared responsibility and co-ownership may grow
Action research · Engineering ethics · Legitimacy · Pedagogy · Political science · Public relations · Sociology · Educational and Psychological Assessments · Educational Assessment and Improvement · Engineering · Innovative Education and Learning Practices
The Action Research Planner
Changing Practices, Changing Education
The Impact of Leadership on Student Outcomes
Teachers’ professional transformation in teacher-researcher collaborative didactic development projects in Sweden and Finland
Understanding and developing inclusive practices in schools
Effective Practitioner–Scholar Relationships
Between Facts and Norms
| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |