Classroom Development Through Teacher-Researcher Collaboration

Bridging the Rural Urban Divide in Norway?

  • Tobias Werler Western Norway University of Applied Sciences (HVL) https://orcid.org/0000-0002-8922-0274
  • Vibeke Foldnes Western Norway University of Applied Sciences (HVL)
  • Åshild Berg-Brekkhus Western Norway University of Applied Sciences (HVL) https://orcid.org/0000-0001-6551-2566
  • Margaret Kleppstad Færevaag Western Norway University of Applied Sciences (HVL)

Abstract

Norwegian rural schools experience difficulties establishing teacher-researcher collaboration. It is well documented that these schools are described as needing urban development approaches. This study aims to understand if collaborative inquiry can function as a joint learning arena for the development of teachers’ and researchers’ capacity. Specifically, this approach might enable teachers to develop their teaching independently from urban-placed researchers. The study investigates how the collaborative approach, which is mainly driven by the teachers, bridges the urban-rural divide regarding both professional development and research. Expert interview data were analysed, guided by the principles of grounded theory. Regarding teachers’ participation and inquiry, they show a rather passive role. Teacher-researcher co-operation is created through agency and ownership. Conclusively, both teachers and researchers are involved in building the bridge and learning from one another.

Published
2021-11-26
How to Cite
Werler, T., Foldnes, V., Berg-Brekkhus, Åshild, & Færevaag, M. (2021). Classroom Development Through Teacher-Researcher Collaboration. Australian and International Journal of Rural Education, 31(3), 96-112. Retrieved from https://journal.spera.asn.au/index.php/AIJRE/article/view/309