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Participatory Educational Research


Special issue call for papers from International Journal for Lesson and Learning Studies

An increasingly large number of research approaches involve teachers in a research process, often referred to as collaborative design. Such research approaches are Lesson study, Learning study, Action research, Design- based research and so on. It is noticeable that in these studies, while there is a focus on teachers and teachers' knowledge, there is a difference between research where teachers are the objects for research and research where are the subject for research.

This Special Issue aims to:

- Contribute to deepening our understanding of methodological and philosophical aspects of participatory educational research - more generally called developmental research.

- Elucidate aims, purposes, knowledge claims and knowledge interests of different practice-based research approaches and abolish the gap between research and practice.

- Articulate how different approaches can contribute to make teachers' conceptual and professional knowledge explicit, public and divisible beyond the local context.

- Make visible strategies for the assessment of ethical aspects and quality criteria in practice-based research.

Articles addressing any aspect of the above themes are invited to submit to the special issue at https://mc.manuscriptcentral.com/ijlls by 30th November 2018. Please ensure that you select the correct special issue title from the dropdown menu on page 4 of the submission process. 

If you have any questions about the special issue, or would like to discuss the suitability of your research, please email the Guest Editor, Professor Airi Rovio-Johansson (Airi.Rovio-Johansson@gri.gu.se)