Exploring the co-production of empirical data as a research practice

Abstract

This contribution explores a collaborative approach implemented in a preparatory seminar for the Bachelor's thesis at the Haute Ecole Pédagogique du canton de Vaud (HEP Vaud), focusing on second/foreign language teaching for future primary school teachers. Through a coproductive framework, the seminar aimed to actively involve students in the research process, shifting their role from passive recipients to active participants or "actors". The study sheds light on coproductive research practices in a pedagogical context. Drawing on the concept of "knowledge mobilization" as a two-way, interactive process, we analyze how collaborative methods foster reflective engagement and shared ownership among students, educators, and researchers. Our findings are based on empirical data generated from the seminar, highlighting how coproduction bridges the gap between theoretical knowledge and practical application. This work ultimately contributes to understanding how coproduction in the context of language teacher education can facilitate the development of scientific skills within an educational framework, supporting future teachers in becoming knowledge creators.