Search results for: Koro-Ljungberg Mirka

The purpose of this paper is to highlight the importance of policy-oriented teacher inquiry that is collaborative, theoretically driven, and methodologically well-grounded. The author proposes a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. She situates her arguments and the proposed framework in the context of qualitative research and Marx’s dialectic method. The author introduces four study phases that can enable deeper and more detailed understandings of relations between individual experiences, political structures, and material environments.