Knowledge Interactions in Teacher-Scientist Partnerships
Negotiation, Consultation, and Rejection
Bibliographic Data
| ID | 5160525 |
|---|---|
| Authors | Tamara Holmlund Nelson (0000-0001-6132-7873, Washington State University Vancouver, corresponding author) |
| Year | 2005 |
| Volume | 56 |
| Issue | 4 |
| Pages | 382-395 |
| Publication date | 2005-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487105279938 |
| OpenAlex | W1980028293 |
| Language | EN |
| Citations received | 4 |
| References cited | 21 |
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
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Dialogic Inquiry
Understanding and Validity in Qualitative Research
The reflective practitioner
Change Forces
Developing understanding of the idea of communities of learners
Learning to Coconstruct Critical Learning Processes in an Urban School-University Partnership
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Revisiting Voice
Knowledge and Teaching
Qualitative Data Analysis
Teacher Education for Effective Science Instruction - A Social Cognitive Perspective
Situated Learning
| Citations per year | 0.33 |
|---|---|
| Citation span | 2014 - 2023 (10) |
| Highly cited | No |