Collaboration and co-design: Learning from literacy interventions co-created by researchers and teachers

Abstract

There is growing interest and practice in collaborative research approaches, that is, researchers, teachers, and/or other professionals working together to develop educational interventions. In this paper we discuss the merits and challenges associated with this and draw upon our experience of co-designing two educational (specifically literacy) interventions to share our learning so far. We argue that co-design works best when it recognises and values the distinct knowledge, experience, and expertise that different individuals bring, and finds the most effective ways to synthesise this into intervention development.