Developing Education Research Competencies in Mathematics Teachers Through TRAIL: Teacher-Researcher Alliance for Investigating Learning

Developing Education Research Competencies in Mathematics Teachers Through TRAIL:... This theoretical article explores an issue of developing education research competencies in mathematics teachers through their involvement in mathematics education research. We first argue that the development of education research competencies is beneficial for the teachers’ professional growth. We then identify opportunities for mathematics teachers to develop education research competencies through different modes of research-practice partnerships. In the main part of the paper, we present a particular theoretical-organizational framework for large-scope teacher-researcher collaborations in educational research. The framework is called Teacher-Researcher Alliance for Investigating Learning (TRAIL), and consists of a set of theoretically laden premises, design heuristics, and provisional partnerships. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Canadian Journal of Science, Mathematics and Technology Education Springer Journals

Developing Education Research Competencies in Mathematics Teachers Through TRAIL: Teacher-Researcher Alliance for Investigating Learning

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Publisher
Springer Journals
Copyright
Copyright © 2018 by Ontario Institute for Educational Studies (OISE)
Subject
Education; Science Education; Engineering/Technology Education; Mathematics Education
ISSN
1492-6156
eISSN
1942-4051
D.O.I.
10.1007/s42330-018-0006-3
Publisher site
See Article on Publisher Site

Abstract

This theoretical article explores an issue of developing education research competencies in mathematics teachers through their involvement in mathematics education research. We first argue that the development of education research competencies is beneficial for the teachers’ professional growth. We then identify opportunities for mathematics teachers to develop education research competencies through different modes of research-practice partnerships. In the main part of the paper, we present a particular theoretical-organizational framework for large-scope teacher-researcher collaborations in educational research. The framework is called Teacher-Researcher Alliance for Investigating Learning (TRAIL), and consists of a set of theoretically laden premises, design heuristics, and provisional partnerships.

Journal

Canadian Journal of Science, Mathematics and Technology EducationSpringer Journals

Published: Apr 11, 2018

References

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