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 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 ([email protected])