Abstract
This study was conducted in the context of a development project for teacher education, establishing a collaborative format called Transdisciplinary Development Teams (TDTs). The aim of this study was to investigate (a) how participating TDT members assess focal dimensions of integration characteristics (DICs) with regard to success factors and challenging aspects. DICs are operationalized as (1a) mutual learning and (1b) knowledge integration, (2a) perceived trustworthiness, and (2b) appreciation within the team, and (3a) collective ownership of goals. In addition, they seek to (b) differentiate the types of actors characterized by particular assessment patterns. The study employs a person-centered approach (cluster analysis) and uses a data corpus with 62 response sets. Subsequently, this study offers a genuine conceptual approach to frame interorganizational collaboration in teacher education. On this basis, empirical insights that provide further practical implications to support future collaboration at the boundary of educational research and practice have been generated.
Highlights
The discourse on interorganizational collaboration in teacher education has received increasing attention over the last two decades
With regard to works of Loogma et al (2013), Gräsel (2011), and others, interorganizational collaboration in teacher education may be conceptualized as socio-organizational innovation that in turn fosters the development, implementation, and transfer of didactical innovations
Few studies have analyzed the integration of involved stakeholder groups as a key success factor for interorganizational collaboration at the boundary of educational research and practice (Straub et al, 2021)
Summary
The discourse on interorganizational collaboration in teacher education has received increasing attention over the last two decades. Scholars frame such cooperative formats as powerful mechanisms for the development and transfer of didactical innovations (Einsiedler, 2010; Gräsel, 2011), while educational policy-makers and practitioners consider them as integrating factors to bridge the persistently criticized gap between educational research and practice (Hericks, 2004; Wissenschaftsrat, 2001, 14, 55). Few studies have analyzed the integration of involved stakeholder groups as a key success factor for interorganizational collaboration at the boundary of educational research and practice (Straub et al, 2021).
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