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1.
Teresa Strong‐Wilson 《Teachers and Teaching》2013,19(5-6):447-463
As new technologies promise to be an enduring feature of the landscape of teachers’ work, we consider how teachers implicitly bring stories forward into their classroom explorations with new media as a part of their ‘informal learning’. By ‘stories’ is meant specific classroom texts as well as preferred teacher practices with those texts. The article represents a reflection on the methodological role that ‘elicitation’ can play in drawing out teacher thinking during a time of professional change, thinking that would otherwise likely remain embedded, particularly when teachers’ attention is focused forward on innovation in practice. The methodological use of ‘elicitation’ emerged in the first year of an ongoing teacher action research study, in which seven teachers have been involved in a professional development initiative that actively engages teachers in examining changing literacy formations, beginning with the teachers’ own literacy formations. The methodological practice of elicitation borrows from phenomenology, ethnomethodology, narrative research, reader response theories, curriculum theory and psychoanalysis, and emerged as a way to acknowledge the life histories that teachers were bringing to their professional development with new media. We suggest that elicitation can potentially draw out deep and sustaining sources of a teacher’s commitment, as well as resistance, to change. It can help disclose the tensions between commitment and resistance that even teachers who voluntarily undertake to incorporate new technologies into their practice may experience. Within a teacher action research framework, elicitation can also serve to remind teachers (and others) of the value of what they know and are learning, thus contributing to teachers developing a ‘scholarship of practice’ in response to any actual or perceived ‘intensification’ of their work. 相似文献
2.
For the past 10 years, there has been ongoing research at the University of Ghent on professionalism in childcare (the 0–3 age group) in the Flemish Community of Belgium. This research has been inspired by the ‘Contesting Early Childhood’ movement, which is based on the premise that pedagogic research can lead to social change. The first studies dealt with the relationship between gender and professionalism (2002–2010). These ‘Men in Childcare’ studies were embedded in a campaign to increase the number of male workers. Between 2005 and 2008 a PhD study focused on the de-professionalisation that has taken place within the Flemish childcare sector. This study, ‘The construction of a new profession’, was part of a large European Social Fund project involving many partners across Europe. This article aims not only to shed light on the results of these studies, but also to delve into the influences that these projects and studies have had on political decision-making through their embedding in large ‘communicative spaces’. 相似文献
3.
Ryan Gerald Wilkinson 《The International Journal of Art & Design Education》2020,39(3):536-549
The ongoing marketisation of higher education in England can be understood both conceptually – in terms of its ideological commitment to competition and accountability; and practically – in terms of the way that it has altered higher education structurally in a variety of ways. Methods of standardisation and quantification offer validation and reward to institutions through criteria aligned with marketised principles, leading to institutions shaping their operations to suit these forms of justification. Historically, many arts subjects have operated conceptually and organisationally outside the traditional higher education paradigm, and pedagogic approaches and values that are attributable to this subject area could clash with marketised understandings of education, which are becoming more prevalent and influential. This article presents analysis of reflections from creative arts educational practitioners working within higher education institutions in England on explorations of an ontology of the creative arts, as well as experiences of the marketisation process. A series of values relating to the concept of ‘the personal’, inherent to the creative arts are discussed and an exploration of how these principles clash with the priorities of the marketised educational economy are articulated. The values and principles that are inherent to educators and practitioners working in the creative arts are competing with ‘marketised’ motives imposed on them by the institutions in which they work. 相似文献
4.
Dissidence,difference and diversity in action research 总被引：1，自引：1，他引：0
Marion Dadds 《Educational Action Research》2013,21(2):265-282
This article served two purposes. First and foremost, it gave the author an opportunity to re-visit, and acknowledge, some ways in which her professional relationship with John Elliott and other professional friends influenced her work in action research. Second, it enabled the author to revisit current ideas held in two areas of interest that have, over the years, grown out of departure from, as well as identification with, John's own work. The first relates to the personal and emotional dimensions of theory in action research and the second, to issues of methodological creativity. In re-visiting these two areas of interest, the author tries to synthesise them in a new way in order to explore the connections between the personal, the emotional and the innovative in action research methodology. In this, the article attempts to link issues related to the ‘I’ of the action researcher with the ‘we’ of the collaborative research group. It is argued that our ‘self’ is implicated deeply in action research methodology, whatever form that might take. The emotional and social climate in which the ‘I’ operates is consequential. This means that we need to take a holistic view of the action researcher as person, and of collaborative colleagues as enablers and supporters, if we are to optimise the powers that can be brought to the process of enquiry and change. The article also tries to be ‘true’ to the notion that one's ideas, theories and work are shaped by what Wayne Booth calls ‘the company we keep’. 相似文献
5.
This paper reports on a case study of a supportive learning environment initiative (SLEI) for students on health and social care undergraduate programmes in one English university. It involved the development of small scale support projects that are firmly grounded in the outcomes of prior research as well as the ongoing experience of students and staff at the institution. The paper begins by identifying common themes which point towards principles and strategies for educational change though a brief review of three concepts that are central to the initiative: ‘action research’, the ‘learning environment’ and ‘change management’. The account of the SLEI focuses on some of the processes of change management that were deployed and the subsequent discussion draws on the theoretical review to reflect critically on possible lessons for the promotion and management of localised change in higher education. 相似文献
6.
Whilst educational action research is not unknown in Croatia, its use is not widespread. In part, this might be because action research assumes a high level of autonomy for practitioner–researchers, and a constructivist view of knowledge, neither of which are traditional characteristics of the Croatian system. This article reports on a capacity building programme in which 18 senior advisers from the Education and Teacher Training Agency developed action research projects in Croatian schools. The article outlines the context of the programme, describes the programme itself, and presents an analysis of the advisers’ action research projects. This shows that action research was used by advisers, supporting teachers, to effect change in schools. The principles of action research were generally understood, and produced evidence of practical change, collaboration and mutual understanding. Although action research is generally understood as a ‘grassroots movement’ this article suggests that action research can lead to desirable change, even when imported from elsewhere. Thus action research holds one answer to the question, how to promote beneficial life‐long learning among education professionals. 相似文献
7.
In this article we focus on ‘cooperative engineering’, in which teachers and researchers co-design didactic sequences. In the first part of the article, we present cooperative engineering by describing some of the main principles on which it is grounded. The second part is dedicated to a case study, which enables us to illustrate some elements of the collective work in a specific cooperative design in kindergarten. The designed learning game, the ‘Treasure Game’, aimed to assist kindergarten students to build a system of graphical representations, which was implemented in a series of phases in which students were asked to memorise a series of items with increasing levels of difficulty. The game demonstrated the students’ growing competence in recalling items using strategies such as making lists and working collaboratively to collectively recall items through a ‘treasure box’. In the third part of the article, we show how this case study embodies some of the main principles put forward in the first part. 相似文献
8.
Kay Livingston 《European Journal of Education》2014,49(2):218-232
The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold. 相似文献
9.
This article uses a multi-level ecological model to explore the dynamics of localities in England and their effects on the 14+ participation, progression and transition (14+ PPT) of young people at a time when nationally and internationally there is a recognition that transitions from education to employment are both more complex and take longer. Drawing on major research programmes, national enquiries and local studies, the article further develops the concept of a ‘local learning ecologies’ (LLEs) that represent localities in the physical, economic and social senses and that function as part of a multi-level ecological framework or system. The article exemplifies this concept by using qualitative research from one local study to provide insights into an LLE that shows characteristics of a ‘low opportunity progression equilibrium’. The authors conclude by reflecting on international examples of skills ecosystems and suggest that expansive forms of local partnership and ecological governance can be used to begin to move LLEs towards ‘high opportunity progression ecosystems’. However, they argue that because of the power of macro factors and the need to support equity and sustainability, these new forms of local networking will have to be nurtured by sympathetic national action. 相似文献
10.
This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education. 相似文献
11.
This article reveals the nature of actions, discussions and relationships which helped forge school-community partnerships for engaged student learning and wider community participation for students and families living under difficult socio-economic circumstances. Specifically, the article draws upon interviews with key personnel and staff involved in the establishment and enactment of a ‘Community Partnerships’ programme to help improve the opportunities for students attending a primary school serving a low socio-economic urban community in south-east Queensland, Australia. Drawing upon the notion of educational practice as a product of ongoing interactions between particular actions (doings), discussions (sayings) and relationships (relatings), which both constitute and are responsive to particular conditions or ‘architectures’ for practice, the article reveals how the conceptualisation, establishment and consolidation of the community partnerships programme was dependent upon specific ‘relatings’ between key district and school personnel, the actions/‘doings’ of these personnel and ongoing ‘sayings’/dialogue about their work. Collectively, these ‘doings’, ‘sayings’ and ‘relatings’ all helped to stimulate new conditions – ‘practice architectures’ – for improved opportunities for students and their families. Teacher education informed by such theorising of community partnerships as the product of specific actions, dialogue and relationship-building is vital for developing improved understandings of such interactions and partnerships over time. 相似文献
12.
Peter W. Hill 《School Effectiveness & School Improvement》2013,24(4):419-436
This article argues that the paradigm within which educational effectiveness has been studied has reached the end of its ‘use‐by date’ and that a new paradigm is beginning to emerge that fully integrates research into educational effectiveness with ongoing processes of school improvement and reform. Examples are given of the kind of studies that have been carried out or are beginning to be undertaken using the new paradigm. Through this re‐conceptualisation of the field, it is argued that the potential exists to achieve research‐driven reforms that will shake the foundations of schooling. 相似文献
13.
Graham Parr Scott Bulfin Renee Castaldi Elisabeth Griffiths Charmaine Manuel 《Cambridge Journal of Education》2015,45(2):133-148
Standards-based reforms of education favour narrow forms of teacher professional learning tied to generic standards and pre-determined, measurable outcomes. In high-stakes accountability-driven environments, in schools and initial teacher education programs, educators are rarely encouraged to inquire into their work and professional identities through narrative writing. This article describes and analyses an assessment task in a pre-service teacher education course wherein students explore dialogic forms of critical autobiographical writing as part of an ongoing process of examining and clarifying their views and values about English teaching. Drawing on Cavarero, we argue that the writing these preservice teachers do provides a space for them to negotiate ‘what’ and ‘who’ narratives as they journey to become English teachers. Their writing productively grapples with generic ‘what’ stories such as what standards documents attempt to tell about English teaching, and the ‘unrepeatable uniqueness’ of ‘who’ stories developed out of their individual cultural, educational and linguistic difference. 相似文献
14.
This article draws upon recent theorising of the ‘becoming topological’ of space– specifically, how new social spaces are constituted through relations rather than physical locations – to explore how standardised data, and specifically test data, have influenced teachers’ work and learning. We outline the varied ways in which teacher practices at a primary school in Queensland, Australia, were actively constituted through processes of ‘tracking data’ and ‘keeping data on-track’, and how teachers were simultaneously being disciplined, or ‘tracked’, by these very same data. Our analyses suggest that what appear to be more ‘technical’ activities and tasks of ‘using’ data are, in fact, actively constituted modes of governance, enabled through and deployed by ongoing practices of comparison and topological respatialisation. 相似文献
15.
《Ethnography and Education》2013,8(2):182-195
Becoming familiar with ‘the field’ location and its inhabitants is a natural and important part of ethnographic research. However, little has been written about how operationalising a ‘familiarisation period’ within an ethnography can form the foundation on which fieldwork can be built. By reflecting on the experience of employing a familiarisation period within an ethnography with young children, this paper explores how key principles may be used to enhance research practice. The paper argues that the outlined principles of familiarisation are an important aspect of ethnography which need to be engaged with at the start of a study and also form a part of the reflexive process of ‘being in the field’. It is also argues that the familiarisation can be an important tool in effectively accessing children's ‘voice’ and working with so-called ‘hard to reach’ groups. 相似文献
16.
17.
Buddhism and action research: towards an appropriate model of inquiry for the caring professions 总被引：1，自引：1，他引：0
Richard Winter 《Educational Action Research》2013,21(1):141-160
This article traces parallels between the basic principles of action research and some key Buddhist doctrines. The argument is that action research's methodological focus on values, collaboration, dialectics, change and creativity is reinforced and clarified by the Buddhist emphasis on practices such as meditation and on the doctrines of ‘metta’, ‘harmonious speech’, ‘kamma’ and the impermanence of all phenomena, including the self. Finally, the issue of validity in social inquiry is addressed: Buddhist ‘enlightenment’ is grounded in a rationally argued model of human capacity for self-transcendence, whereas action research's model of ‘emancipation’ is necessarily a ‘contested’ concept and thus dependent on political optimism. 相似文献
18.
Jonas Thiel 《British Educational Research Journal》2019,45(3):538-553
The UK National Student Survey (NSS) has high status on the agenda of UK universities. Its rise in status is linked to its influence on national rankings and associated funding streams referenced to the Teaching Excellence Framework (TEF). Consequently, many universities have implemented further assessments of student satisfaction, thereby putting additional internal performative pressures on courses and individual lecturers. The research contribution of this article comprises an analysis of the NSS through Foucault's notion of ‘governmentality’, with a particular focus on his work on ‘discipline’ and ‘neo-liberal governmentality’. More specifically, by utilising qualitative data from interviews, research diaries and observations, it will be demonstrated how the NSS functions as a ‘disciplinary’ technology of government which subjects lecturers, departments and universities to intersecting panoptic gazes and perpetual ratings. In addition, the NSS can also be considered ‘neo-liberal’ in that it governs the academic population through narrow conceptions of ‘freedom’ and omnipresent competition. The article proposes that it is through the amalgamated forces of intersecting panoptic gazes, on the one hand, and neo-liberal free-market principles, on the other, that student feedback develops its power to govern. 相似文献
19.
Across the world, children are forced to leave their homes for far-flung destinations. This global phenomenon has particular impact in Europe, where there are now more child refugees than since World War II. Education plays an important role for children with extraordinary experiences seeking to build meaningful lives in their new context. This article offers a new theoretical approach to underpin reforms to educational policy and practice for refugees in schools in resettlement contexts in Europe. The new conceptual framing is grounded in empirical work in England and Sweden, and brings two theories together: ‘participatory parity’ (Fraser) and ‘resumption of an ordinary life’ (Kohli). Kohli’s concepts of ‘safety’, ‘belonging’ and ‘success’ have resonance with practitioners from Sweden and England as they work to meet the needs of their new arrivals. Fraser’s conceptual lenses of redistribution, recognition and representation highlight the barriers to achieving the right to inclusive education for refugee children in each context. The interdependence of both theories shapes a new framework. The theoretical understandings offered in this article have been developed with practitioners and add to the field by offering a robust moral and operational approach to shaping pedagogical principles for policymakers and educators working in resettlement communities. 相似文献
20.
Positive claims about place pedagogy in education are problematized through this small-scale interpretive study of internationally mobile students’ experiences of outdoor environmental education. Of specific interest in this empirical study of learners’ pedagogically constructed experiences of place are the fluid subjectivities, cultural dispositions, environmental consciences, and ecological assumptions they already bring ‘globally’ to the ‘place’ of the educational intervention, and the hybrid ‘splaces’ we conclude they then temporarily embody – at least, during and after the experience. The study empirically advances an ongoing need for post-critical inquiry in environmental research by incorporating a range of theoretical and conceptual resources that work the boundaries, ‘margins’, and tensions that lie somewhere ‘in-between’ the spatially projected place/local and planet/global discourses. 相似文献