共查询到20条相似文献，搜索用时 15 毫秒
1.
Barbara Jaworski 《Journal of Mathematics Teacher Education》2006,9(2):187-211
In this paper I address the challenge of developing theory in relation to the practices of mathematics teaching and its development. I do this by exploring a notion of ‘teaching as learning in practice’ through overt use of ‘inquiry’ in mathematics learning, mathematics teaching and the development of practices of teaching in communities involving teachers and educators. The roles and goals of mathematics teachers and educators in such communities are both distinct and deeply intertwined. I see an aim of inquiry in teaching to be the ‘critical alignment’ (Wenger, 1998) of teaching within the communities in which teaching takes place. Inquiry ‘as a tool’ and inquiry ‘as a way of being’ are important concepts in reflexive developmental processes in which inquiry practice leads to better understandings and development of theory. 相似文献
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National education policy in England under New Labour Governments has encompassed both a ‘standards agenda’ and an ‘inclusion agenda’, with schools required to respond to both simultaneously. Some previous studies have seen these agendas as contradictory and have seen schools' efforts to develop inclusive practices as being undermined by these contradictions. This paper questions this account with reference to a primary school participating in a collaborative action research project which aimed to develop inclusive practices in schools. It shows how the school, far from finding these agendas contradictory, drew on both in making sense of its situation. It argues that the development of inclusive practices may draw on national policy as a productive resource, and suggests that inclusion scholars and advocates may need to refocus their work if they are to offer such schools alternatives to the formulations of national policy. 相似文献
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The argument developed in this paper is set within the context of an increasing global concern to promote inclusion in education. Drawing on the authors’ research over many years, it argues that an engagement with the views of students can lead to changes in understandings and practices that help to facilitate the development of more inclusive approaches in schools. At the same time, these experiences show how such processes can lead to ‘interruptions’ in the work of those in schools in ways that may challenge the status quo and sometimes lead to negative reactions. It is argued, however, that, under appropriate organisational conditions, such approaches can lead to dialogue between students and teachers that stimulates actions to promote inclusion in education. The paper concludes by outlining how such conditions can be promoted, focusing in particular on issues related to cultures and leadership. 相似文献
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In a dominant Western tradition that reveres cerebral learning, embodied learning approaches have received limited research attention – and less in education than other disciplines. This paper draws on previously reported empirical data from a five-year Creative Partnerships study to argue that psycho-physical theatre practice can promote embodied cognition, has particular value for young people with learning disabilities in special schools and has potential for inclusive education in mainstream schools. The paper describes a psycho-physical actor training process developed with, and for, actors with learning disabilities. Its application within special educational contexts, which we call ‘mimetics’, has focused more keenly upon physicalised interaction as the core communication. In this form of communication, reading, interpreting and responding to the individuality of others happen through the development of non-verbal dialogue. This focus has illuminated the importance of an intuited or ‘felt’ understanding which is generated by and recognises such communications. In special education settings, being different is inherent, and physicalised interaction more routine, so ways of working different from the mainstream are required. The paper suggests that such settings are rich sites for research to develop, value and recognise the significance of embodied cognition and realise its potential for special and inclusive education. 相似文献
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MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. One component of this initiative involves professional scientists interacting with primary school communities which are navigating their way towards sustainable ‘communities of practice’ around the ‘domain’ of ‘investigating scientifically’. This paper describes the ongoing journey to date of eleven scientists (six astronomers and five engineers) who actively participated in MyScience over an extended period. Their views of interactions with teachers and students were analysed using attributes associated with both ‘communities of practice’ and the ‘nature of science’. Findings reveal new understandings about the evolving characteristics associated with the development of such school-community collaborations as well as affordances and barriers that may influence their further growth. The influence of these scientists’ own ‘community of science practices’ may account for some of the findings. Implications for science teaching and learning in primary school community of practice settings are discussed. 相似文献
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This collaborative piece written by a philosopher/action researcher and an action researcher/philosopher explores the use of practical philosophy as a tool in action research. The paper explores the connection to be made between what we refer to, roughly, as ‘theory’ and ‘practice’ (while never losing hold of either). The connection is made around ideas of ‘practical philosophy’ and social justice. The authors suggest that ‘practical philosophy’ might develop as a ‘philosophy in human practices’. It begins from the understanding that philosophy is rooted in social practice, with philosophy in educational practices being rooted in educational practice. The paper goes on to explore the use of ‘little stories’ as a way into the diversity of significant particularities. Finally the links are drawn with action research. It is argued that the process of reconceptualisation is itself an action that will make a difference as part of a series of action research cycles. 相似文献
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《British Educational Research Journal》2006,32(4):617-632
This article considers the role of university researchers in a project aimed at developing inclusive practices in schools through collaborative action research. It tells the story of how these researchers became part of the action in one school—Beechbank Primary—through visits, the collection and reporting of data, and through the development of a relationship (particularly with the head teacher) that facilitated learning and change to take place. One of the issues highlighted is that it is in the process of setting up an action research project that many disturbances are evident and, perhaps, inevitable. We argue that it is in working with these disturbances that one might begin to establish the basis of a collaborative relationship, rather than implying that collaboration may result in such things. The approach taken in the section ‘Beechbank Story’ is a conscious departure from the investigations conducted as a consequence of audit mechanisms, where only particular measurable outcomes, designated in advance, constitute evidence of ‘progress’. We focus instead on process and hope to illustrate the small shifts and changes, documented ethnographically, which we argue are essential if change is to take place in the culture of a school. 相似文献
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Systemic action and learning in public services 总被引：1，自引：1，他引：0
Clare Rigg 《Action Learning: Research and Practice》2011,8(1):15-26
Complex, systemic issues continue to challenge public services without respect for organisational and professional boundaries. In practice, collaborative working with others who have differing professional cultural norms and systems confront members with the need to learn about each other's values, priorities and practices. This paper explores the potential of action learning for the development of systemic leadership capabilities within public services. Starting from core principles it is argued that action learning be seen not simply as a small group process for problem-solving or individual development, but as a collective process for inquiring into and taking action on projects and practices within their complex, multi-agent contexts. 相似文献
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Carmel Conn 《International Journal of Inclusive Education》2018,22(6):594-605
Effective pedagogy and inclusive practice are located within the quality of learning relationships and the context-sensitive, moment-to-moment professional judgements made by teachers within learning interactions. In particular, good teachers are able to align themselves with pupils’ subject positions, though this experience of relatedness within learning interactions is a bodily one that is mundane and mostly overlooked. The aim of this article is to explore whether this account of learning, that crucially involves a shared way of being minded, is adequate to describe the learning of pupils on the autism spectrum. Problems with the idea of ‘pedagogical intersubjectivity’ in relation to autism are noted. Using personal accounts of learning interactions and recent micro-level research findings about the competences of autistic children in favourable interactional ecologies, it is argued however that experiences of relatedness in learning should be considered as important for autistic pupils too. It is concluded that a key aspect of good practice in relation to autism and education is that teachers are able to critically reflect on their bodily experiences of interaction with autistic pupils as a way of deepening their understanding and developing their professional practice. 相似文献
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As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers might engage in more inclusive practice are presented. 相似文献
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This paper is firmly grounded in the position that engaging with students’ voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students’ voices in relation to their experiences of learning and teaching. An example from a three-year research and development project, which worked alongside teachers to use students’ voices as a way of developing inclusive practices, is used to illustrate these tensions. This project, though showing that students’ voices can be a powerful means for understanding learning and teaching in schools, also encountered challenges with these processes. This paper focuses on the experiences of one secondary school which (possibly inadvertently) subverted and undermined students’ voice initiatives and explores the potential negative impacts of this on individual students, on students as a whole, and on teacher development. By doing this, suggestions as to how such tensions can be avoided in schools are offered, with the aim being to allow a genuine engagement with the views of students. 相似文献
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Sulochini Pather 《International Journal of Inclusive Education》2013,17(5-6):627-643
This paper argues that in the pursuit of influencing inclusive education development, definitions of inclusion have been promulgated that remain a distant concept in the minds of the most significant partners in this process, i.e. teachers and schools. This is despite best efforts to share ideas for sustainable change based on such definitions. Based on the author’s experience of being a researcher in an inclusive education project in South Africa and subsequent attempts to influence sustainable development at a secondary school in the project, it is argued that a demystification of the term ‘inclusion’ or related terms such as ‘inclusive education’ is necessary to the process of engagement with schools to bring about more sustainable change. 相似文献
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This paper explores and challenges the rationale for current, mainstream approaches to teachers’ continuing professional development (CPD) within schooling systems. Such approaches are significantly influenced by neoliberal and managerial pressures, evident in advocacy for generic, individualistic models of teacher learning, often focused on specific state-sanctioned domains. The paper draws upon a précis of recent action research literature, and empirical research from Sweden, to argue for an alternative paradigm, based on the practices and principles of participatory and collaborative action research. Action research is not presented as a simplistic ‘method’ which can be ‘applied’ regardless of context, but is explicitly focused on situated, specific, local sites. While more managerial and neoliberal practices can close down debates necessary for effecting real improvements in practice, evidence suggests action research, in its emancipatory iterations, enables a rich conception of educational practice which cannot be ‘managed’ into existence by a simplistic application of ‘what works.’ 相似文献
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This article introduces the concept of ‘co-impact’ to characterise the complex and dynamic process of social and economic change generated by participatory action research (PAR). It argues that dominant models of research impact tend to see it as a linear process, based on a donor-recipient model, occurring at the end of a project following the take-up and use of findings. PAR challenges this approach, as impact is embedded in cycles of the action research process; the distinction between researchers, research informants and research users is blurred; and micro process-based impacts, including changes in the thinking and practices of co-researchers, are as significant as findings-based changes in policy and practice. A conceptual framework is developed, based on a three-fold distinction between ‘participatory’, ‘collaborative’ and ‘collective’ impact. This is applied to a case study action research project, Debt on Teesside, working with low-income households in North-east England. The project is analysed in terms of participatory impact (e.g. developing skills of participating households, mentor-researchers, and university staff); collaborative impact (e.g. findings-based changes in thinking, policies and practices of advice, community finance and housing agencies, and local authorities resulting from collaborative research); and ‘collective impact’, adapted from the field of social interventions, which involves organisations collectively targeting specific actions based on research (e.g. changing policy and practices of lenders and government relating to high-cost loans). 相似文献
17.
Productive pedagogies and the challenge of inclusion 总被引：1，自引：0，他引：1
Julie Allan 《British Journal of Special Education》2003,30(4):175-179
Julie Allan is Professor of Education at the Institute of Education, University of Stirling, where she also directs the Participation, Inclusion and Equity Research Network. In this article, she explores the challenges involved in achieving an inclusive education system. Her argument draws on recommendations from two separate studies, undertaken in Queensland, Australia and Scotland, which are attempting to shape inclusion policy and practice. The Queensland School Reform Longitudinal Study identified a set of productive pedagogies in which issues of social justice, equity and inclusion are foregrounded. The Scottish Parliamentary Inquiry into special needs, to which Professor Allan was adviser, recommended a number of changes aimed at establishing an inclusive education system for all pupils. Comparisons of the two sets of recommendations, which formed the basis of a series of workshops with teachers, school leaders and administrators within Education Queensland, have prompted two major questions which are addressed in this paper: what gets in the way of inclusive practice and what will it take to be inclusive? Julie Allan's responses to these questions take account of the ways in which we think about ‘special education’ teacher training and professional development; and educational policies and practices. She represents a fascinating set of ‘double‐edged responsibilities’ that will challenge practitioners, policy makers and teacher educators to refocus and reframe their thinking about special educational needs and inclusion. 相似文献
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In this article it is argued that the effects of an education system that normalises and perpetuates heterosexuality as natural, by positioning lesbian and gay teachers as the ‘natural others’, reduces attempts at equitable visibility through inclusive practice to marginalised silence. Manifestations of the pressure on lesbian and gay teachers to provide evidence of heterosexual credentials as forms of currency for social inclusion are explored through anecdote and artwork. The question of ‘coming out’ as a necessary part of inclusive pedagogy is challenged as the sole means through which heterosexist hegemony may be unsettled as attempts are made to achieve broader inclusiveness in formal institutions of learning. 相似文献
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ABSTRACTThis paper draws upon learning from three action research projects conducted as part of a Europe-wide project exploring young people’s social and political participation. Challenging dominant discourses about what ‘counts’ as participation and what does not, the paper explores how, through the action research projects, young people engaged in knowledge democracy in ‘new democratic arenas’. Building upon experiential knowing and creating knowledge and learning through practice, the young people explored their own democratic knowledge production, communication and engagement within a context of shifting discourses of participation, democratic engagement and active citizenship. The increasing preference of young people for more informal forms of participation as lived practice reflects a shift to young people constructing their own modes of participation and ‘remaking democracy’ in their own vision and according to their own needs. By working outside of the confines of normative assumptions of democratic practice and participation, young people exercised their own ‘political’ agency in response to their own priorities, interests and concerns and, in doing so, illustrated that new forms, understandings and practices of knowledge democracy can emerge that reflect the promise of inclusive democratic societies more meaningfully. 相似文献
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Understanding and developing inclusive practices in schools: a collaborative action research network
This paper provides an account of the methodological lessons and emerging findings of a collaborative action research network in England. The Network involves teams of researchers from three universities in working alongside school and local education authority practitioners as they explore ways of developing more inclusive practices. The analysis of these experiences throws light on the nature of the tensions between national policies for raising standards, as determined by the aggregation of test and examination scores, and polices for reducing marginalization and exclusion within the English education service. The paper also explains what has been learnt about the potential benefits of partnerships between practitioners and academics. 相似文献