Research-Practice Partnership as a Context for Teachers' Learning

Linor L. Hadar

doi:10.22318/icls2024.453093

Research-Practice Partnership as a Context for Teachers' Learning

Linor L. Hadar

Department of Learning and Instructional Sciences

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This study examined how participation in a Research-practice partnership (RPP) initiative contributes to teachers' professional learning and growth. Twenty teachers and ten school principals were interviewed, focusing on their professional experiences within the RPP. Qualitative data analysis yielded three categories: Development of knowledge and skills; personal, professional growth; and RPP as a framework for professional learning. The findings underscore the significant role of the RPP as a context for teachers' professional learning.

Original language	English
Title of host publication	ISLS Annual Meeting 2024
Subtitle of host publication	Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings
Editors	Robb Lindgren, Tutaleni Asino, Eleni A. Kyza, Chee-Kit Looi, D. Teo Keifert, Enrique Suarez
Publisher	International Society of the Learning Sciences (ISLS)
Pages	2097-2098
Number of pages	2
ISBN (Electronic)	9798990698000
DOIs	https://doi.org/10.22318/icls2024.453093
State	Published - 2024
Event	18th International Conference of the Learning Sciences, ICLS 2024 - Buffalo, United States Duration: 10 Jun 2024 → 14 Jun 2024

Publication series

Name	Proceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)	1814-9316

Conference

Conference	18th International Conference of the Learning Sciences, ICLS 2024
Country/Territory	United States
City	Buffalo
Period	10/06/24 → 14/06/24

Bibliographical note

Publisher Copyright:
© ISLS.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Access to Document

10.22318/icls2024.453093

Cite this

Hadar, L. L. (2024). Research-Practice Partnership as a Context for Teachers' Learning. In R. Lindgren, T. Asino, E. A. Kyza, C.-K. Looi, D. T. Keifert, & E. Suarez (Eds.), ISLS Annual Meeting 2024: Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings (pp. 2097-2098). (Proceedings of International Conference of the Learning Sciences, ICLS ). International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/icls2024.453093

Hadar, Linor L. / Research-Practice Partnership as a Context for Teachers' Learning. ISLS Annual Meeting 2024: Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings. editor / Robb Lindgren ; Tutaleni Asino ; Eleni A. Kyza ; Chee-Kit Looi ; D. Teo Keifert ; Enrique Suarez. International Society of the Learning Sciences (ISLS), 2024. pp. 2097-2098 (Proceedings of International Conference of the Learning Sciences, ICLS ).

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title = "Research-Practice Partnership as a Context for Teachers' Learning",

abstract = "This study examined how participation in a Research-practice partnership (RPP) initiative contributes to teachers' professional learning and growth. Twenty teachers and ten school principals were interviewed, focusing on their professional experiences within the RPP. Qualitative data analysis yielded three categories: Development of knowledge and skills; personal, professional growth; and RPP as a framework for professional learning. The findings underscore the significant role of the RPP as a context for teachers' professional learning.",

author = "Hadar, \{Linor L.\}",

note = "Publisher Copyright: {\textcopyright} ISLS.; 18th International Conference of the Learning Sciences, ICLS 2024 ; Conference date: 10-06-2024 Through 14-06-2024",

year = "2024",

doi = "10.22318/icls2024.453093",

language = "English",

series = "Proceedings of International Conference of the Learning Sciences, ICLS ",

publisher = "International Society of the Learning Sciences (ISLS)",

pages = "2097--2098",

editor = "Robb Lindgren and Tutaleni Asino and Kyza, \{Eleni A.\} and Chee-Kit Looi and Keifert, \{D. Teo\} and Enrique Suarez",

booktitle = "ISLS Annual Meeting 2024",

address = "United States",

}

Hadar, LL 2024, Research-Practice Partnership as a Context for Teachers' Learning. in R Lindgren, T Asino, EA Kyza, C-K Looi, DT Keifert & E Suarez (eds), ISLS Annual Meeting 2024: Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings. Proceedings of International Conference of the Learning Sciences, ICLS , International Society of the Learning Sciences (ISLS), pp. 2097-2098, 18th International Conference of the Learning Sciences, ICLS 2024, Buffalo, United States, 10/06/24. https://doi.org/10.22318/icls2024.453093

Research-Practice Partnership as a Context for Teachers' Learning. / Hadar, Linor L.
ISLS Annual Meeting 2024: Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings. ed. / Robb Lindgren; Tutaleni Asino; Eleni A. Kyza; Chee-Kit Looi; D. Teo Keifert; Enrique Suarez. International Society of the Learning Sciences (ISLS), 2024. p. 2097-2098 (Proceedings of International Conference of the Learning Sciences, ICLS ).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Research-Practice Partnership as a Context for Teachers' Learning

AU - Hadar, Linor L.

N1 - Publisher Copyright: © ISLS.

PY - 2024

Y1 - 2024

N2 - This study examined how participation in a Research-practice partnership (RPP) initiative contributes to teachers' professional learning and growth. Twenty teachers and ten school principals were interviewed, focusing on their professional experiences within the RPP. Qualitative data analysis yielded three categories: Development of knowledge and skills; personal, professional growth; and RPP as a framework for professional learning. The findings underscore the significant role of the RPP as a context for teachers' professional learning.

AB - This study examined how participation in a Research-practice partnership (RPP) initiative contributes to teachers' professional learning and growth. Twenty teachers and ten school principals were interviewed, focusing on their professional experiences within the RPP. Qualitative data analysis yielded three categories: Development of knowledge and skills; personal, professional growth; and RPP as a framework for professional learning. The findings underscore the significant role of the RPP as a context for teachers' professional learning.

UR - https://www.scopus.com/pages/publications/105005828882

U2 - 10.22318/icls2024.453093

DO - 10.22318/icls2024.453093

M3 - Conference contribution

AN - SCOPUS:105005828882

T3 - Proceedings of International Conference of the Learning Sciences, ICLS

SP - 2097

EP - 2098

BT - ISLS Annual Meeting 2024

A2 - Lindgren, Robb

A2 - Asino, Tutaleni

A2 - Kyza, Eleni A.

A2 - Looi, Chee-Kit

A2 - Keifert, D. Teo

A2 - Suarez, Enrique

PB - International Society of the Learning Sciences (ISLS)

T2 - 18th International Conference of the Learning Sciences, ICLS 2024

Y2 - 10 June 2024 through 14 June 2024

ER -

Hadar LL. Research-Practice Partnership as a Context for Teachers' Learning. In Lindgren R, Asino T, Kyza EA, Looi CK, Keifert DT, Suarez E, editors, ISLS Annual Meeting 2024: Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings. International Society of the Learning Sciences (ISLS). 2024. p. 2097-2098. (Proceedings of International Conference of the Learning Sciences, ICLS ). doi: 10.22318/icls2024.453093

Research-Practice Partnership as a Context for Teachers' Learning

Abstract

Publication series

Conference

Bibliographical note

UN SDGs

ASJC Scopus subject areas

Access to Document

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