Teacher-researcher collaboration on teaching situations: How dissensus helps shed light on teaching practices
Teaching situations play a central role in the collaborative research we are conducting, serving as a basis for discussion between teachers and researchers. However, sometimes the tasks proposed by the researchers are rejected by the teachers. This paper sets out to further investigate these cases of rejection. Examining the teaching situation from the angle of a border object as defined by Star and Griesemer (1989), we analyze excerpts from two collaborative studies in which teachers reject teaching situations proposed by researchers.