Forsker-praktiker-samarbejde som et ligeværdigt videns- og læringsrum: Et didaktisk anliggende: [Creating knowledge equity and a social learning space in practitioner-researcher collaborations: A didactic perspective]

Anne-Birgitte Nyhus Rohwedder; Britta Møller; Julie Kordovsky

doi:10.3384/njvet.2242-458X.24143114

Authors

Anne-Birgitte Nyhus Rohwedder Aalborg university, Denmark https://orcid.org/0000-0002-8809-4536
Britta Møller Aalborg university, Denmark https://orcid.org/0000-0002-3952-4106
Julie Kordovsky Aalborg university, Denmark https://orcid.org/0009-0009-5819-3857

DOI:

https://doi.org/10.3384/njvet.2242-458X.24143114

Keywords:

knowledge triangle, practitioner-researcher collaboration, self-study, learning space, vocational education and training

Abstract

This article explores collaboration between research, education, and practice in vocational education and training, framed as a knowledge triangle. The purpose is to offer insight into how knowledge triangle collaboration can be designed didactically to facilitate an equitable knowledge and learning space, in which the perception of research as the producer and owner of knowledge and idea of knowledge transfer are reconsidered. Based in a self-study methodology, empirical experiences from a network meeting between researchers and practitioners are analysed. The theoretical exploration of knowledge collaboration is done in two parts. Firstly, by referring to Dewey’s understanding of knowledge, didactic principles for a network meeting are analysed. Secondly, Wenger-Trayner and Wenger-Trayner’s conceptualisation of social learning spaces is used to understand interactions between didactic principles and network participants. The study highlights the importance of embracing uncertainty and maintaining self-critical dialogue in knowledge collaboration. Ethical considerations arise regarding egalitarianism in researcher-practitioner collaboration, emphasising the need for ongoing dialogue and adaptation.

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