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1.
This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of ‘community of practice’, the findings of the study show that AR exerted a transformative impact on the teachers’ identity development. Four distinctive routes of identity change were noted, namely their transformation from ‘fisherman’ to ‘fishing coach’, from ‘craftsman’ to ‘teacher researcher’, from ‘lonely fighter’ to ‘collaborator’, and from ‘housekeeper’ to ‘change agent’. Such change can be attributed to their engagement and practice in different communities of practice. However, the participants’ identity development also encountered some contextual obstacles, including the rigid school curriculum, lack of research knowledge, as well as the power dynamics between them and the researchers. Several implications can be drawn for teachers, teacher educators, and school leaders to help teachers construct a solid and robust professional identity in seeking their continuing professional development through AR.  相似文献   

2.
This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.  相似文献   

3.
This article is a presentation of current research on pupils’ experiences in encounters with their classmates in school. The starting point is the narratives of Loffa, a 25‐year‐old nursery teacher, telling us about her school experiences. She gives a picture of herself as a quiet and well‐behaved schoolgirl, and she talks about things such as the limited space she and a group of her classmates had in their classroom, about how they were regarded as ‘nerds’ by the other pupils and therefore had little to say in what went on in their classroom. Seen in the light of the political, social and historical context of the vision of a ‘school for all’ and of the principle of a ‘complex social environment’ this can be interpreted as one version of the specific expression in Lotta ‘s class of the built‐in conflicts of the comprehensive school, the conflicts between groups with different intellectual traditions and needs.  相似文献   

4.
This case study research found that the relational leadership and organisational culture at a public primary school situated in a high poverty location in South Australia was built upon the strength of the inter-relationships between the teachers, teachers and leadership, and between teachers and students. Supported by what we called ‘dynamic inter-relationships’ and a ‘commitment to ongoing growth’ manifesting as key themes across the qualitative survey data generated by the school’s participants, we found the individual strengths of staff served the ‘on-going formation of organisational life’. Cognisant of these disclosed relational underpinnings, the research provided recommendations to the school’s leadership team about how they could best progress their educational reform agenda. The findings affirmed an Appreciative Inquiry inspired approach designed for the research was ‘fit for purpose’ as it generated extensive qualitative data from the teachers and leaders, offering opportunity for deep interpretive analysis using hermeneutic methodology of the school’s relational leadership and organisational culture. The research findings were subsequently confirmed by the teachers and leaders through a dialogic presentation of the research findings as an accurate representation of the culture of their school.  相似文献   

5.
Girls’ vulnerability to sexual violence and harassment is a recurrent theme in much of the literature on schooling in sub‐Saharan Africa. Within this research, girls are often framed as passive victims of violence. By drawing on a case study, this paper focuses on 12 to 13‐year‐old South African school girls as they mediate and participate in heterosexual cultures that are simultaneously privileging and damaging. Set against the wider social context where violent gender relations are key to the building blocks of patriarchy, the paper examines how heterosexuality underscores the formation of femininity as girls engage with and participate with each other and boys in informal school relations. To this end, Butler's concept of the ‘heterosexual matrix’ is deployed to examine how girls navigate the wall of male power, where the ‘real’ expression of femininity is embedded within heterosexuality. The paper explores girls’ investment in heterosexual cultures in the school playground and on ‘dress‐up Friday’ to examine how gender power inequalities and violent relations manifest. In expanding the analysis of heterosexuality to primary school contexts, the paper broadens the focus of school‐based gender and sexualities research in sub‐Saharan Africa to address a neglected area of younger girls’ femininity and their active agency. The paper argues for the importance of addressing primary school girls, femininity and the power of heterosexuality through which relations of inequalities operate.  相似文献   

6.
This is a case study of a one‐year arts educational project ‘I – from dreams to reality’ in which artists worked at school with teachers and learning at the school was planned through arts‐based, co‐operative teamwork during one extra school year of 10th grade students in Finnish basic education. The theme of the year was ‘I’, and so the project was designed to highlight everyone's own way of thinking and expressing art. The research task was to determine whether long‐term holistic arts pedagogy and artist co‐operation at school have any significant connection to students’ self‐efficacy and social skills. Data has been collected through students’ self‐evaluations before and after the school year. Altogether 40 students from 10th grade participated in this case study. Half of the pupils participated in an arts educational project called ‘I – from dreams to reality’ and half formed the control group. Artists worked with the test group weekly during a period of one school year (altogether nine months). Students’ self‐evaluations concerning their self‐efficacy and social behaviour were collected by e‐questionnaire. The measures used were Likert‐based evaluation scores of pupils’ self‐assessment of their self‐efficacy and social behaviour in everyday situations at school. According to the results, artist–teacher co‐operation and learning through the arts can be worthwhile experiences to develop students’ self‐efficacy and social skills.  相似文献   

7.
Schools are increasingly seen as having a promising role to play in reducing adverse health and wellness outcomes among young people. This paper uses a collaborative action research approach to examine the effects of one school’s efforts to change its students’ eating habits by implementing a ‘junk-food free campus.’ By engaging school administrators and students in a six-month process of joint research design and analysis, the author found that students understood but did not necessarily support the policy. Despite students’ uneven support of the policy, however, there was some evidence that some students were developing healthier eating habits. Moreover, student researchers reported developing greater perspective and respect for the policy as a result of studying it.  相似文献   

8.
Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school.  相似文献   

9.
This paper examines the effect of school social class composition on pupil learner identities in British primary schools. In the current British education system, high‐stakes testing has a pervasive effect on the pedagogical relationship between teachers and pupils. The data in this paper, from ethnographic research in a working‐class school and a middle‐class school, indicate that the effect of the ‘testing culture’ is much greater in the working‐class school. Using Bernsteinian theory and the concept of the ‘ideal pupil’, it is shown that these pupils’ learner identities are more passive and dominated by issues of discipline and behaviour rather than academic performance, in contrast to those in the middle‐class school. While this study includes only two schools, it indicates a potentially significant issue for neo‐liberal education policy where education is marketised and characterised by high‐stakes testing, and schools are polarised in terms of social class.  相似文献   

10.
At a time when the public sector and state education (in the United Kingdom) is under threat from the encroaching marketisation policy and private finance initiatives, our research reveals white middle‐class parents who in spite of having the financial opportunity to turn their backs on the state system are choosing to assert their commitment to the urban state‐run comprehensive school. Our analysis examines the processes of ‘thinking and acting otherwise’, and demonstrates the nature of the commitment the parents make to the local comprehensive school. However, it also shows the parents’ perceptions of the risk involved and their anxieties that these give rise to. The middle‐class parents are thus caught in a web of moral ambiguity, dilemmas and ambivalence, trying to perform ‘the good/ethical self’ while ensuring the ‘best’ for their children.  相似文献   

11.
In a preliminary study, 20 ‘migrant’ Buddhist parents and children from England participated in semi‐structured interviews to compare their home nurture with classroom presentation of Buddhism. In the home Buddhism received more time allocation and was presented mainly by the mother and monks – the content being that of ‘perpetuating structures’, often in an ethnic mother tongue and with ethos permeating all aspects of life. In school, by contrast, Buddhism was allocated little or no time, was presented mostly by the teacher – the content being meditation, Precepts and the more material aspects of the tradition – in English and with little in terms of amenable ethos. Dissonance apparent between home and school presentation of Buddhism is compared to similar findings for the Hindu and Sikh communities in Britain, and the need is highlighted for more attention to avoidance of assumptions in content, better use of allocated time and increased involvement of the ‘migrant’ Buddhist faith community. To this end, recommendations are made for further research.  相似文献   

12.
The impact of performative focused agendas on how teachers ‘do’ teaching and how children ‘do’ learning cannot be understated. While research continues to highlight the negative impact of ability grouping on children’s academic and social learning experiences in the classroom, policy imperatives (both global and local) continue to promote ability grouping as an ‘effective’ pedagogic tool for meeting the diverse needs of children, especially in the areas of numeracy and literacy. We argue that this is a symbolically violent process that negatively impacts the psychosocial positioning of children as they negotiate their identities within the figured world of the primary school classroom. This in turn influences their learner identities, as well as their perceptions of their ability to learn. Drawing on data collected with 100 children in three case study schools, we show how ability grouping evoked strong emotional and psychosocial responses characterised by feelings of ‘shame’, ‘upset’ and ‘inferiority’ for those in the low-ability groups. In contrast, children placed in higher-ability groups felt a sense of ‘pride’, ‘happiness’ and ‘confidence’. Ability grouping maps a geography of affect within the classroom demarcating not only how children ‘do’ learning, but also how they embody learning through a particular feeling of ‘being’ a learner in the classroom.  相似文献   

13.
Visual methods are often marginalised in educational research and have not been employed to collect information about sexuality at school. This paper examines the viability and effectiveness of conducting research about the ‘sexual cultures’ of schools in New Zealand using photo‐diaries and photo‐elicitation. ‘Effectiveness’ is judged by what the visual methodologies literature purports are the benefits of these methods. These advantages include providing participants with greater autonomy over what and how data is collected. The paper argues it is feasible to employ visual methods to research sexuality in schools. Such methods offer participants alternative means of recounting their stories, can help illuminate an esoteric object of investigation like ‘sexual cultures’ and engage participants less likely to volunteer for sexuality research. The use of visual methods is not without challenges however. Securing ethics approval and school participation along with problems with camera retrieval and protecting participant agency were some difficulties encountered in the current study. For those wishing to pursue less conventional research methodologies in educational settings, this discussion highlights potential benefits and struggles.  相似文献   

14.
The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research-based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university department. Taking a cultural/historical approach, the study examined the strategic intentions and actions in the activities of the champions as they negotiated research-based knowledge into their schools. Data comprised 59 completed templates that described what they did and why. Findings revealed differences between those with close links with senior leaders—who could take a whole-school approach—and those whose reach was restricted by their position in school practices. Nonetheless, all the champions carefully selected and targeted research in ways that reflected their knowledge of local contexts. The findings point to the need to incorporate the champion role into school systems and for universities to value the role as they develop their own research agenda.  相似文献   

15.
This article draws on critical disability studies, challenging the exclusion of right‐brained thinkers from an education system designed to privilege left‐brained thinkers. It focuses on individuals who are labelled dyspraxic, providing data from qualitative interviews with adults about childhood experiences in school and the impact on their emotional well‐being and peer relationships. Utilising Ornstein's pioneering research on the bilateral specialisation of the brain and hemispheric dominance in addition to a critical disability studies theoretical framework, this article innovatively argues that the fact that education in England continues to be delivered in a logical sequential form, even 40 years after Ornstein's work, is systemic discrimination in which dyspraxic children are constructed as ‘deviant’. The article concludes by arguing that individuals with dyspraxia should be seen as having a ‘diff‐ability’ in thinking style rather than a disability and therefore recommends both change and awareness‐raising at institutional level in the education system.  相似文献   

16.
This paper presents an approach to planning academic courses for pre-service teachers and for researching development of teacher identity. The approach was implemented in a course, conducted in an Israeli Master Teach program, designed to foster pre-service teacher identity transformation. The research described here addresses two questions: (1) To what extent does the approach contribute to the understanding of teacher identity formation? (2) Using this approach, how can pre-service teacher educators support teacher identity transformation? Using a metaphorical tool, students designed their ‘ideal school’ at the beginning and at the end of the course. Identity transformation was evaluated by comparing their designs. Demonstration of this approach methodology is presented through an analysis of the designs of one female student. Findings highlight the potential of this approach to reveal and cope with obstacles inhibiting transformative learning: narrow, imbalanced, inconsistent, and shallow perspective; rigid patterns of thinking; and lack of emotional awareness.  相似文献   

17.
Chile is well known worldwide for its extensive use of market-driven mechanisms in education. Using a case study strategy in three schools, this paper shows that ‘universal’ voucher system and mixed provision (co-existence of subsidised private and state-funded schools) policies are reshaping school management practices. The paper draws evidence from ethnographic data in disadvantaged Chilean public schools and uses Bourdieu’s notion of field as an analytical tool in order to conceptualise the schools’ practices within their local markets as a symbolic and strategic ‘game’ of competition. One of the main findings is that, in response to market pressures and their specific positions within local markets, school leaders built a market-competitive agenda, preparing detailed strategies and undertaking decision-making practices accordingly. These practices were distinctive in relation to different school market positions, impacting the schools’ priorities, value disputes, and management goals.  相似文献   

18.
This is the first of four commentaries discussing John Dewey's short essay, ‘Education as engineering’. The essay provides a fascinating model of how the example of engineering could guide the interaction between educational research and practice. It has much in common with Herbart's ideas on how ‘pedagogical tact’ bridges the gap between theory and practice. Re‐introducing both Dewey and Herbart's ideas could help to overcome the current naivity of ‘evidence‐based’ school improvement.  相似文献   

19.
School choice survey data from the Metropolitan Nashville Public Schools, a large county‐wide school district, is analysed to examine the characteristics of parents who consider choosing private schools for their children and those who do not. We examine differences in background, including race, educational attainment and socioeconomic status, as well as differences in parent satisfaction with their child’s previous school, parent involvement in school, parents’ priorities in school choice, as well as parents’ social networks. After controlling for background characteristics, we find that parent satisfaction with their child’s previous school was not a predictor of considering a private school. Rather, parent involvement seems to be a more important indicator of whether or not a parent would consider sending their child to a private school. In this case, parents are not ‘pushed’ away from public schools, contrary to much public rhetoric that suggests private schools are somehow inherently ‘better’ than public schools and parents who are dissatisfied with their public schools will opt for private schools. Instead, these findings suggest a ‘pull’ towards private schools. Parents may perceive that parent involvement and parent communication are more easily facilitated and valued in private schools.  相似文献   

20.
A concern with formal and epistemological access to schools can neglect the importance of access to the informal school and the friendships and sense of belonging that this implies. Despite the challenges of ‘voice’ research, listening to what young people have to say about their experiences of, and attitudes towards social inclusion and exclusion at school may help to identify and address exclusionary pressures. This article reports on a study conducted at an inclusive high school in South Africa where learners have only known a diverse peer group. Despite this, questionnaire and focus group interview responses show that learners have ambivalent attitudes about Others. They position themselves and their school as ‘normal’ and show a mixture of empathy, prejudice and patronisation as they consider how they might respond to peers or a fictional character who is different from them. These Grade 10 learners have strong feelings about who should be admitted to their school, and they identify some exclusionary practices that operate in their social world. Their attitudes cannot be considered apart from a schooling system which normalises educational separation and exclusion and a pedagogy of compassion is suggested as a way to enable young people to address their prejudices towards Others.  相似文献   

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