Research for change: Collaborative reflexivity as a means to promote professional growth when integrating content and language in higher education

Abstract

Reflecting on one's own ideas and teaching practices in relation to those of others requires the ability to critically question one's own beliefs, values and experiences. This is particularly important in interdisciplinary research contexts, such as integrated subject and language teaching at universities. In this area, collaboration between researchers, teachers and language experts can help to explore innovative methods and transformative practices that go beyond the traditional boundaries of the respective disciplines. This article highlights the importance of collaborative reflexivity in the context of a Collaborative Action Research (CAR) project. The present qualitative study was conducted at an institute of computer science at a university of applied sciences in Austria. It analyses retrospective reflective statements from three researchers and three teachers who were involved in a collaborative action research project, using a hybrid approach to thematic analysis. The results suggest that the reflexivity required in CAR can lead to positive changes, as collaborative interactions facilitate the exchange of ideas on pedagogical approaches and subject-specific perspectives.