Aksjonsforskning som metodologisk tilnærming til samarbeid lærerutdanning – praksisfelt: Perspektiver i et innovasjonsprosjekt om utvikling av lærerutdanningsskoler

This chapter discusses an analysis of how action research can be used to develop collaboration between teacher education institutions and the practical field, aimed at enhancing professional relevance in teacher education. The context is an innovation project concerning teacher education schools conducted by the Department of Vocational Teacher Education at Oslo Metropolitan University – OsloMet and three upper secondary schools (the LUSY project). Methodological principles in two central approaches to action research, educational action research and dialogue-based action research, are analysed with a focus on how they can contribute to strengthening coherence and relevance in teacher education. The fundamental principles of each approach and the relationship between them are related to development plans in the LUSY project. Together, the principles and initiatives constitute an action research methodology aimed at professionally relevant teacher education. A core aspect of the methodology is dialogue conferences, which facilitate the exchange of experiences regarding professional and organizational development needs and possible initiatives at each educational institution. This then leads to research-based development projects initiated and carried out in close collaboration between teachers and teacher educators. Regular sharing of experiences from the projects is crucial. The chapter demonstrates how education, development, and research can be anchored in professional work both as a teacher and as a teacher educator, as well as within the operations of each school and teacher education institution. Such anchoring can contribute to creating relevance, cohesion, and continuity in teacher education.