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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 by 28th February 2019. 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 (