Mockler / Sachs Rethinking Educational Practice Through Reflexive Inquiry

Essays in Honour of Susan Groundwater-Smith
1. Auflage 2011
ISBN: 978-94-007-0805-1
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 7, 260 Seiten

Reihe: Professional Learning and Development in Schools and Higher Education

Susan Groundwater-Smith is one of the most influential voices in the world of educational practitioner inquiry. The convener in Australia of the Coalition of Knowledge Building Schools, she is a staunch advocate of innovative methods of practitioner inquiry with a particular emphasis upon student voice and the use of images in capturing young people's perspectives on their learning experience. So it is more than fitting that this unique text on practitioner inquiry and teacher professional learning is dedicated to her. Rethinking Education Practice Through Reflexive Inquiry is a compilation of essays that explore contemporary issues in practitioner inquiry and action research from the perspective of both university-based and school-based authors. The essays discuss the practical, political and theoretical dimensions of practitioner inquiry, advancing the argument that the adoption of an inquiring approach to practice is both an integral dimension of teachers' work in the modern school as well as critical to effective and authentic professional learning. And the essays draw on the work of Groundwater-Smith to demonstrate the benefits brought to bear on schools, teachers and learners when the complex nature of the relationship between inquiry and practice is understood and acted upon in pursuit of democratic knowledge interests.

Autoren/Hrsg.

Mockler, Nicole

Sachs, Judyth

Inhaltsverzeichnis

1;Foreword—An Example to Us All;5
2;Acknowledgements;8
3;Contents;9
4;Contributors;11
5;About the Authors;13
6;Chapter-1;18
6.1;Rethinking Educational Practice Through Reflexive Inquiry: An Introduction;18
6.1.1;References;23
7;Part I;26
7.1;Practitioner Inquiry;26
7.1.1;Chapter-2;27
7.1.1.1;A Self-Reflective Practitioner and a New Definition of Critical Participatory Action Research;27
7.1.1.1.1;A New Definition of Critical Participatory Action Research;28
7.1.1.1.2;An Accidental Practitioner of Critical Participatory Action Research?;36
7.1.1.1.2.1;Practice, Praxis, Effective-Historical Consciousness;37
7.1.1.1.2.2;Critical and Self-Critical Reflection;38
7.1.1.1.2.3;Communicative Space;38
7.1.1.1.2.4;Exploratory Action: Investigating Reality in Order to Transform It Transforming Reality in Order to Investigate It;39
7.1.1.1.2.5;A Practical Aim;40
7.1.1.1.2.6;An Emancipatory Aim;40
7.1.1.1.3;Conclusion;41
7.1.1.1.4;References;42
7.1.2;Chapter-3;46
7.1.2.1;Localisation or Globalisation? The Dynamic Variations of Action Research;46
7.1.2.1.1;Introduction;46
7.1.2.1.2;Variations of Action Research as an Example of ‘Globalisation from Below’;47
7.1.2.1.3;Why and How Does the Process of Variation of Action Research Take Place?;49
7.1.2.1.4;Action Research—The Variations;51
7.1.2.1.5;How Should Action Researchers Respond to These Variations and Does It Matter if They Go by a Different Name?;55
7.1.2.1.6;Variations, Among ‘Cousins’, are a Strength in Building Collective Agency in a World of Flows;58
7.1.2.1.7;References;61
7.1.3;Chapter-4;64
7.1.3.1;Inquiry-Based Professional Learning in Educational Praxis: Knowing Why, What and How;64
7.1.3.1.1;Introduction;64
7.1.3.1.2;A Model for Educational Praxis;65
7.1.3.1.2.1;System and Lifeworld;65
7.1.3.1.2.2;Functional and Substantial Rationality;67
7.1.3.1.2.3;A Praxis Model: Scope for Professional Decision Making and Action;67
7.1.3.1.3;A Research Study on Inquiry-Based Professional Learning in Teacher Education;68
7.1.3.1.3.1;Interaction Between the Application and Construction of Professional Knowledge;69
7.1.3.1.3.2;Interaction Between Academic and Professional Knowledge;70
7.1.3.1.3.3;Interaction Between Educational Knowledge and Methodological Knowledge;70
7.1.3.1.3.4;Interaction Between Individual and Collective Knowledge;71
7.1.3.1.3.5;Interaction Between Ideological, Instrumental and Empirical Knowledge;71
7.1.3.1.4;Knowing Why, What and How: Broadening Teachers’ Scope for Decision Making and Action?;72
7.1.3.1.4.1;Overemphasis on Lifeworld;72
7.1.3.1.4.2;Overemphasis on Functional Rationality;73
7.1.3.1.5;Conclusion;73
7.1.3.1.6;References;74
7.1.4;Chapter-5;76
7.1.4.1;Patterns of Partnership: Student Voice, Intergenerational Learning and Democratic Fellowship;76
7.1.4.1.1;Introduction;76
7.1.4.1.2;From Student Voice to Democratic Community;77
7.1.4.1.3;Patterns of Partnership: How Adults Listen to and Learn with Students in Schools;82
7.1.4.1.4;On the Necessity of Interruption;88
7.1.4.1.5;References;90
7.1.5;Chapter-6;91
7.1.5.1;Cooperation, Collaboration, Challenge: How to Work with the Changing Nature of Educational Audiences in Museums;91
7.1.5.1.1;Background: Museum Learning and Audience Research;92
7.1.5.1.2;The Genesis of the Partnership: As We See It: Improving Learning at the Museum;94
7.1.5.1.3;2008 Climate Change Kids’ College;95
7.1.5.1.4;2009 Teachers’ College;96
7.1.5.1.5;Applying Lessons from the Partnership: Pacific Cultures Consultation;99
7.1.5.1.6;Conclusion;100
7.1.5.1.7;References;101
7.1.6;Chapter-7;103
7.1.6.1;Creating Spaces for Practitioner Research: Strategic Leadership to Create a Third Space for Practitioner Enquiry in an Authentic Professional Learning Community;103
7.1.6.1.1;The Learning Projects;104
7.1.6.1.2;The Context;104
7.1.6.1.3;Leadership at St Mary’s;105
7.1.6.1.4;Leadership Shift;106
7.1.6.1.5;Strategic Planning;107
7.1.6.1.6;The Notion of Creating a Research Space as a Third Space;108
7.1.6.1.7;Invitational Leadership;109
7.1.6.1.8;The College as a Professional Learning Community;111
7.1.6.1.9;Conclusion;115
7.1.6.1.10;Appendix 1;115
7.1.6.1.10.1;St Mary Star of the Sea College-Academic Care Charter;115
7.1.6.1.11;Appendix 2;116
7.1.6.1.11.1;Research Questions Treated by the Learning Projects 2008-2010;116
7.1.6.1.12;References;117
7.1.7;Chapter-8;119
7.1.7.1;The English Masters in Teaching and Learning: A New Arena for Practitioner Inquiry?;119
7.1.7.1.1;Practitioner Inquiry and Individual Professionalism;121
7.1.7.1.2;New Labour and the Challenge to Individual Professionalism;123
7.1.7.1.3;The New Professionalism Re-considered? The Vision of the MTL;125
7.1.7.1.4;The MTL—Behind the Headlines;128
7.1.7.1.5;Conclusion;130
7.1.7.1.6;References;131
8;Part II;134
8.1;Teachers’ Work and Learning;134
8.1.1;Chapter-9;135
8.1.1.1;Becoming and ‘Being’ a Teacher: Understanding Teacher Professional Identity;135
8.1.1.1.1;Introduction: Teacher Professional Identity;136
8.1.1.1.1.1;The Problem of Clarity: Defining Teacher Professional Identity;136
8.1.1.1.1.2;Describing Teacher Professional Identity;137
8.1.1.1.1.2.1;Teacher Professional Identity as Shifting and Multiple;137
8.1.1.1.1.2.2;Teacher Professional Identity as Mediated;138
8.1.1.1.1.2.3;Teacher Professional Identity as Constructed Through Narrative;139
8.1.1.1.2;Context and Method;140
8.1.1.1.3;Professional, Personal and Political Domains in the Construction of Teacher Professional Identity;141
8.1.1.1.3.1;The Domain of Personal Experience;142
8.1.1.1.3.2;The Domain of Professional Context;143
8.1.1.1.3.3;The Domain of External Political Environment;144
8.1.1.1.4;Identity Anchors in the Storm;145
8.1.1.1.5;Conclusion;148
8.1.1.1.6;References;148
8.1.2;Chapter-10;151
8.1.2.1;Connecting Inquiry and Professional Learning: Creating the Conditions for Authentic, Sustained Learning;151
8.1.2.1.1;Professional Learning in the Workplace;152
8.1.2.1.2;Connecting Inquiry and Professional Learning;154
8.1.2.1.3;Practitioner Vignettes;155
8.1.2.1.4;Student Voice;157
8.1.2.1.5;Academic Partners;158
8.1.2.1.6;Creating the Conditions for Authentic, Sustained Professional Learning;159
8.1.2.1.7;References;160
8.1.3;Chapter-11;164
8.1.3.1;Skilling or Emancipating? Metaphors for Continuing Teacher Professional Development;164
8.1.3.1.1;Introduction;164
8.1.3.1.2;CPD as Retooling;167
8.1.3.1.3;CPD as Remodelling;169
8.1.3.1.4;CPD as Revitalizing;169
8.1.3.1.5;CPD as Reimagining;171
8.1.3.1.6;Future Directions for CPD;174
8.1.3.1.7;Conclusion;176
8.1.3.1.8;References;177
8.1.4;Chapter-12;179
8.1.4.1;Towards an Ecology of Teacher Collaboration on Research;179
8.1.4.1.1;Introduction;179
8.1.4.1.2;The Move from Individualism to Collaboration;180
8.1.4.1.3;Collaboration in Schools—What Have We Learned About the Conditions?;183
8.1.4.1.3.1;The Potential Influence of the Broader Educational Climate in Which Teachers Operate;183
8.1.4.1.3.2;The Nature of Teaching and Collaboration;184
8.1.4.1.3.3;The Nature of the Task;184
8.1.4.1.3.4;The School Culture and Organisation;185
8.1.4.1.4;Collaborating on Research;186
8.1.4.1.5;The Need for an Ecological Approach;188
8.1.4.1.6;References;190
8.1.5;Chapter-13;192
8.1.5.1;The Insider and Outsider Model of Professional Learning;192
8.1.5.1.1;Case Study One: Engaging Pedagogy;193
8.1.5.1.1.1;About the Project;194
8.1.5.1.1.2;Culamer Primary as One Example of Pedagogical Innovation;195
8.1.5.1.1.3;Findings from the Other Five Schools;196
8.1.5.1.1.4;Concluding the Project;197
8.1.5.1.2;Case Study 2: Developing and Documenting Pedagogical Knowledge for Innovation;197
8.1.5.1.2.1;Design and Methods;198
8.1.5.1.2.2;Data Samples;199
8.1.5.1.2.2.1;Sample 1: Year 11 Geography Lesson Observation;200
8.1.5.1.2.2.2;Sample 2: Notes Extracted from Interviews with Teachers;201
8.1.5.1.2.2.3;Sample 3: Notes from Focus Group Interview with Six Students;201
8.1.5.1.2.3;Collective Articulation of Knowledge;202
8.1.5.1.3;Reflections on the Two Cases and the Development of the ‘IO Professional Learning Model’;202
8.1.5.1.4;Conclusion;204
8.1.5.1.5;References;204
8.1.6;Chapter-14;206
8.1.6.1;Professional Learning in an Across School Network: An Epidemic of Passion?;206
8.1.6.1.1;The Coalition of Knowledge Building Schools;207
8.1.6.1.2;Networked Learning;209
8.1.6.1.3;Methodology and Results;213
8.1.6.1.4;Discussion;217
8.1.6.1.5;Conclusion;218
8.1.6.1.6;References;219
8.1.7;Chapter-15;221
8.1.7.1;Extending Connections: Linking Support for Teachers Engaging in and Using Research with What Is Known About Teacher Learning and Development;221
8.1.7.1.1;Introduction;222
8.1.7.1.2;The Contribution of the Formal Knowledge Base;223
8.1.7.1.3;Practitioners’ Own Enquiries;225
8.1.7.1.4;Supporting the Wider Teaching Population in Using Research;227
8.1.7.1.5;Classroom Practice as the Context for Using Research;228
8.1.7.1.6;What Is Known from CPD Evidence About Teacher Engagement in and with Research?;229
8.1.7.1.7;The Nature of Specialist Contributions;230
8.1.7.1.8;The National Framework for Mentoring and Coaching in England—A Case Study in Knowledge Transformation as CPD;231
8.1.7.1.9;Conclusion;233
8.1.7.1.10;References;233
8.1.8;Chapter-16;236
8.1.8.1;Changing Teachers’ Work in Australia;236
8.1.8.1.1;Introduction;236
8.1.8.1.2;The ‘Education Revolution’ in Australia;239
8.1.8.1.3;Principals, Teachers and the ‘Education Revolution’;245
8.1.8.1.3.1;NAPLAN;245
8.1.8.1.3.2;The My School Website;248
8.1.8.1.4;Conclusion: Working with/Against the National Agenda;250
8.1.8.1.5;References;251
8.1.9;Chapter-17;253
8.1.9.1;Postscript: Vale Shirley Grundy;253
8.1.9.1.1;References;255
8.1.10;Chapter-18;257
8.1.10.1;A Final Word;257
8.1.10.1.1;References;258
9;Author Index ;259
10;Subject Index;263