ABSTRACT
This chapter reviews empirical research on researcher-teacher collaboration in science education, from joint inquiry with individual teachers to large-scale efforts to transform science teaching, identifying commitments and tools of these approaches. Assumptions these approaches share are: (1) collaborations can be organized to support individual and collective learning; and (2) collaborations must recognize the strengths and agency of all participants. Further, collaborative research demands strategies for changing traditional divisions of labor and attending to interactional dynamics as shaped by power, history, and intersectional identities of participants. This chapter examines collaboration, and the learning collaboration affords, through the lens of expansive learning and details five mechanisms that can support educators and researchers to work together and “learn something that is not there”: surfacing multiple values and points of view, co-designing artifacts for educators’ practice, engaging directly with organizational tensions, infrastructuring, and re-mediating relations.
