Vetenskaplig grund i lärarfortbildning: Samverkan – forskning – undervisning som utgångspunkter

Source abstract

The purpose of this chapter is to discuss and exemplify how the triad collaboration–research–teaching can be seen both as an opportunity for in-service teacher education and a starting point for scientifically grounded teacher education and schooling. The discussion and examples in the chapter come from the practical research project Problem Solving in Preschool Classrooms. In the project, collaboration between researchers and preschool teachers has created new opportunities for both participating researchers and participating teachers, and thus also for the practices in their respective workplaces. Taking the triad collaboration–research–teaching as a starting point for teacher education, in-service teacher education and school teaching implies that researchers, teacher educators and teachers are both producers and consumers of research, though with different roles and different responsibilities.