Co-researching OR researching with teachers in the space between: pitfalls and benefits

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Abstract

The purpose of this article is to explore the pitfalls and benefits experienced whilst implementing elements of a co-research approach with teachers during a three-year research project which sought to explore perceptions of informal learning in secondary music education. The co-research methodological approach was adopted due to (a) the perceived benefits that were believed to enhance the project and (b) to build upon the often fragmented research-practice relationship within the field. Within four case study schools, music teachers were invited to become co-researchers for two elements of the project: to propose a research priority to be investigated within their own setting relating to the overall focus of the project; and to propose methods that were deemed to be most appropriate and relevant for use within their setting. The pitfalls and benefits identified whilst implementing the co-research elements have been presented, along with two key recommendations: that co-researching was considered valuable enough for researchers within the field to develop and further implement the approach; and that additional support, time and encouragement should be provided for teachers in order to facilitate co-researching to a greater extent.
Original languageEnglish
Number of pages13
JournalInternational Journal of Research and Method in Education
Early online date17 May 2021
DOIs
Publication statusE-pub ahead of print - 17 May 2021

Keywords

  • co-research
  • case study
  • insider / outsider
  • research-practice nexus

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