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1.
Anette Olin Gunilla Karlberg-Granlund Eli Moksnes Furu 《Educational Action Research》2016,24(3):424-441
AbstractThis article focuses on the double role of the academic action researcher working as facilitator and researcher in democratic professional development projects. The inquiry is based on three partnership projects: ‘research circles’ in Sweden, ‘dialogue conferences’ in Norway and ‘tailored professional development’ in Finland. In a self-study and through the lens of practice architectures, we, as action researchers, explore how our practices are enabled and constrained in, as well as are enabling and constraining, professional development partnerships with teachers and educational leaders. A critical perspective is provided on how and what democratic practices evolve. The inquiry opens up understandings about how the academic action researcher’s practices entails multi-faceted ways of working to be able to accomplish different and somehow contradictory objectives, yet at the same time enacting democratic working methods. Furthermore, the act of recognition as a connecting aspect between prefiguring arrangements and evolving practices will be elaborated on to supplement perspectives offered by the theory of practice architectures. 相似文献
2.
Christine Edwards-Groves Peter Grootenboer Ian Hardy Karin Rönnerman 《School Leadership & Management》2019,39(3-4):315-333
ABSTRACTEducational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform. 相似文献
3.
Christine Grice 《Journal of educational administration and history》2019,51(2):165-181
ABSTRACTThis research critically examines the role of pedagogical leadership as it is distributed amongst middle leaders. It seeks to better understand the playful utility of a popular culture metaphor as a frame for understanding empirical data about pedagogical leadership in two Australian schools during a period of imposed curriculum change. Utilising ‘the theory of practice architectures’ (Kemmis, Stephen, Jane Wilkinson, Christine Edwards-Groves, Ian Hardy, Peter Grootenboer, and Laurette Bristol. 2014. Changing Practices, Changing Education. Wagga Wagga: Springer), the paper explores a direct quotation as metaphor from several pedagogical middle leaders that ‘we’re spies’ – and from one participant, ‘in a good James Bond sort of way.’ This research plays with and interprets the politics of practice including collaborating or ‘licensed trouble shooting’, and empowerment or ‘interrogation’ in everyday pedagogical leadership practice where distributing leadership may create espionage, or compliance during reform. Educational reform is espoused for ‘the good of the empire’ of education through the enabling and constraining practices of pedagogical middle leaders. 相似文献
4.
Jane Wilkinson Anette Olin Torbjørn Lund Else Stjernstrøm 《School Leadership & Management》2013,33(3):224-239
In this paper, we propose the concept of leading as travelling practices in order to understand how enhanced pedagogical practices ‘catch on’ in educational sites. Drawing on parallel case studies in Australia, Sweden and Norway, we analyse how leading practices moved within and between settings, transforming the discursive, material and social conditions for teaching and learning. We examine the composition and ecological connections of these leading practices with professional learning and pedagogical practices in schools and pre-schools. We conclude that practice-informed lens can shed new light on the spread of practices, which foster the conditions necessary for transformed pedagogy. 相似文献
5.
ABSTRACTThis paper presents an account of a cross-sectorial study investigating whether shared understandings of practices might enhance continuity during transitions to school. Applying an ontological lens to cross-sectorial leading practices, the paper sheds light on the contextualised realities of transitions to school as a site specific lived experience. The paper begins with an overview of the ways transitions to school practices are understood, including emerging perspectives of transitions as continuity practices. Then, cross-sectorial concepts of leadership and leading are presented to highlight fundamental differences in the ways these practices are enacted across the sectors. The paper presents empirical evidence of the ways leading practices can work to establish shared understandings of transitions to school practices and policies. Given ‘little research has been done on the direct effects of leadership on transitions’ (OECD. [2017]. Starting Strong V: Transitions from Early Childhood Education and Care to Primary School. Paris: OECD Publications, 95) the paper contributes to emerging discourses that construct transitions to school as continuities. 相似文献
6.
《牛津教育评论》2012,38(6):727-745
Macmurray’s distinction between communities, which are positive and personal, and societies, which are negative and impersonal, along with his insistence that schools are necessarily communities, like families and friendship groups, provides the basis for his claim that we may act as though we were teaching arithmetic or history, but in fact we are teaching people. Macmurray’s philosophy can be used to reconceive schools as, or as like, households. Schools have an admixture of intimacy (supervised eating and toileting, for example) and professional standards and accountability, making them neither ‘public’ nor ‘private’. The people in schools—staff and students—are and should be treated as close and friendly, whilst schools are also open to the society and communities beyond the schools. Support for seeing schools as households is provided by recent empirical research on intergenerational ‘closeness’—underpinning a non-sexualised version of friendship, as described by Macmurray. Theorising schools as communities like households, this paper indicates some of the implications of Macmurray’s work for contemporary education policy and practice. 相似文献
7.
Michael Peters 《Journal of Philosophy of Education》2000,34(2):353-368
In this paper I investigate ‘the confessional’ as an aspect of Wittgenstein's style both as a mode of philosophising and as a mode of ‘writing the self’, tied explicitly to pedagogical practices. There are strong links between Wittgenstein's confessional mode of philosophising and his life—for him philosophy is a way of life —and interesting theoretical connections between confessional practices and pedagogy, usefully explored in the writings of the French philosopher, Michel Foucault. The Investigations provides a basis and springboard for understanding the notion of ‘writing the self’ as a pedagogical practice which encourages a confessional mode compelling us to tell the truth about ourselves and, thus, creating the conditions for ethico‐poetical self‐constitution. 相似文献
8.
Christine Edwards-Groves Anette Olin Gunilla Karlberg-Granlund 《Educational Action Research》2016,24(3):321-333
AbstractThis article is the first and introductory article of this special issue. The article gives a societist account of the principles of partnership and recognition as they are encountered and experienced in practices in action research. A societist account of practices requires a social theory for understanding practices. Therefore, the article utilises the resources of a contemporary form of practice theory, the theory of practice architectures and ecologies of practices, to lay down the foundation for conceptualising partnerships and recognition. Specifically, it introduces the theory as a foundation for the other articles in this special issue which, as a collective, examine the cultural-discursive, material-economic and social-political arrangements that enable and constrain particular kinds of partnerships and recognition that exist or evolve in site-based education development. Additionally, the article presents theoretical considerations concerning the principles of partnership and recognition that emerge as enmeshments of one another which mutually form, reform and transform practices in action research. 相似文献
9.
Contemporary research conversations about the utility of practice theories to professional education support the reconceptualisation of pre-service teacher education in ways that provide strong preparation for continued professional learning. This paper reports on an empirical inquiry that introduced a theoretically informed practice-based intervention in a pre-service teacher education course in order to judge the utility of such an approach for student learning. Innovations within the Study of Teaching programme illustrate the bringing together of pedagogies of observation, pedagogies of enactment, and pedagogies of reflection toward an integrated theory of teacher education that focuses on the teaching body as a central site for research and for the building of preparatory knowledge and skill for ongoing learning. Data was collected from pre-service teachers involved in the programme through video and audio recordings along with individual and focus group interviews, questionnaires and student reflection on video recordings. These were analyzed within an emerging theoretical framework derived from both practice-theoretical literature and international empirical research into core practices. Initial findings suggest that a focus on practice within pre-service teacher education may enhance traditional understandings of ‘practice-based’ approaches that situate the study of practice outside of the university, in school settings. These findings have implications for the ongoing reform of teacher education in increasingly regulated contexts framed in terms of teacher quality. 相似文献
10.
Matti Pennanen Hannu L. T. Heikkinen Päivi Tynjälä 《Scandinavian Journal of Educational Research》2020,64(3):355-371
ABSTRACTThis study investigated participants’ conceptions of the ideal mentor and mentee in the Finnish model of peer-group mentoring (PGM). Existing mentoring research emphasises dyadic practices, yet there is a lack of investigation of participants’ roles in group mentoring. The main concepts of this inquiry were dispositions (habitus) and virtues drawing on the theory of practice architectures and Aristotelian virtue philosophy. Methodologically, the study can be identified as philosophical-empirical inquiry that utilises a narrative and hermeneutical approach to analyse qualitative data from 30 respondents. As its central finding, the study identified a set of core characteristics that describe the virtues and vices of a mentor and mentee based on the participants’ views. Overall, these characteristics reflected ideas of relatings (peerness, equality), proactive and reactive participation, and presence in the group. Characteristics focused on the social aspect of dispositions in peer-group mentoring. 相似文献
11.
Laurette Bristol 《International Journal of Inclusive Education》2013,17(8):802-820
In Australia, recent policies for educational development have emphasised the importance of stakeholder involvement and advocacy in the promotion of student outcomes. There is robust support for the promotion and development of inclusive educational communities able to respond to the various educational needs of students, communities and staff. This paper advocates a practice perspective and establishes a direct correlation between leading practices and the formation of more inclusive school communities. It provides a consideration of the practice architectures which co-construct the ways in which six educational leaders draw on the potential of teacher talk as a vehicle for practice modification. Teacher talk, as a characteristic of leading practice, responds to the increasing dynamism in the profile of schools, students and teachers in rural New South Wales (NSW), socially, cognitively, economically, linguistically and culturally. This paper uses the medium of teacher talk to: explore the relationship between leading and inclusion – leading-for-inclusion – and interrogate socially just (inclusive) practices in the domain of the professional advocacy of the community. The paper reflects upon the practices of leading-for-inclusion (in the context of change management) and the development of more inclusive school cultures. 相似文献
12.
ABSTRACT The Australian Professional Standards for Teachers identify a range of supposedly demonstrable capabilities for graduate teachers. Elaborations privilege the realization of Standards through mentoring, and feedback from senior colleagues. As manifestations of the logic of neo-liberalism they operate as audit technologies for pre-service teachers and their learning. In this paper, we argue for the preparation of graduate teachers who can engage in critical inquiry as means for expanding professional learning, developing pedagogical practices and improving student learning. We report on the preparation of 4th year pre-service teachers to undertake critical inquiry into an aspect of pedagogic practice during their final practicum placement. We first address instrumental framings of teacher preparation. A case is then made for critical practitioner inquiry as an alternative. Empirical data is drawn from the ‘practice architectures’ of an Australian teacher education program as these relate to developing pre-service teacher inquiry designs. We present inquiry questions, abstracts and reflections developed by pre-service teachers over a seven-year period in two discipline groupings, Health and Physical Education and Mathematics and Science, as evidence of possibilities for preparing graduates for a critical inquiry workforce. We conclude in arguing that these possibilities are vital in times framed by a narrowing technical and standardized educational environment. 相似文献
13.
ABSTRACTIn this paper, we investigate how a Benchlearning program for principals in Norway and Sweden supports changes in Norwegian principals’ leadership practices. The program design builds on principles for practical action research. The aim of the program was to inspire changes in the principals’ leadership practices that encourage innovative school practices. The program includes learning modes such as theoretical inputs, sharing experiences, school visits, training, and trialling of new leadership practices. Drawing on data from participants’ reflections on their learning and changes in their leadership practices, we identify transformations that have been realized and the ways in which the Benchlearning program has supported the transformations. The findings indicate that the program can be seen as a systematic and disciplined process, a ‘meta-practice’, that supports changes in the principals’ leadership practices, their understandings, and the conditions of their practice. More specifically, the findings show that the theoretical inputs and practical learning modes stimulated transformations of the principals’ thinking about leadership practices, what they do in practice and how they relate to others. In particular, the study suggests that the principals’ active participation in trialling new leadership practices in their own schools stimulated transformations. 相似文献
14.
In this article we examine issues of academic identity through the lens of academics’ everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from interviews with 30 academics across three different universities. Our discussion is illustrated with excerpts from interview data, and is organised around three emerging themes: ‘reconstructing academic identities in a shifting academic workplace’, ‘considering new articulations of disciplinarity’, and ‘moving on from the golden age’. We conclude that the reconstruction of academic identities, through engagement with established and emerging workplace documents, may well be enabling academics to build new identities within the changing university. 相似文献
15.
Investigating invisible writing practices in the engineering curriculum using practice architectures
Rosalie Goldsmith Keith Willey David Boud 《European Journal of Engineering Education》2019,44(1-2):71-84
ABSTRACTWriting practices are seen to be essential for professional engineers, yet many engineering students and academics struggle with written communication, despite years of interventions to improve student writing. Much has been written about the importance of getting engineering students to write, but there has been a little investigation of engineering academics’ perceptions of writing practices in the curriculum, and the extent to which these practices are visible to their students and to the academics. This paper draws on research from an ongoing study into the invisibility of writing practices in the engineering curriculum using a practice architectures lens. The paper uses examples from the sites of practice of two participants in the study to argue that prevailing practices in engineering education constrain more than enable the development and practice of writing in the engineering curriculum. 相似文献
16.
Despite an increasing array of ‘quality indicators’ and substantial investments in educating professionals, there continues to be clear evidence of discordant, or even negligent, practice by accredited professionals. We refer to discordant professional practice as being ‘out of tune’ with what is accepted as good practice. In a conceptual/theoretical analysis, we use discordant practice as a backdrop to exploring ways of being professionals. Our analysis is grounded in Heidegger’s notion of being-in-the-world. We explore how being-in-the-world can be uncanny and discordant, while at the same time, dwelling in the world implies familiarity and a sense of being ‘at home’. We also draw upon Merleau-Ponty’s arguments that know-how is performed, settling in the body to become habitual, while also incorporating others and things in the accomplishment of practice. We argue that conceiving know-how as knowing/being provides insights into what is entailed in learning to be professionals. 相似文献
17.
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
18.
ABSTRACTThis paper reports on a study of how liminality relates to the facilitation of reflective practice in professional education. Liminality refers to sites and positions that exhibit 'in-betweenness', or bordering positions, that might draw together different institutional conditions. The present project aims to examine the role of liminality in professional educational practice with a specific focus upon how liminality may support student reflection. Using a qualitative and comparative research approach, we analysed interview and observational data from police education and a medical programme. Observations and interviews explore practices of collective interactional (and hence observable) reflection at sites that are characterised by ‘betweenness’ of work and education. Findings indicate that situations that afford reflection are characterised by a sense of undeterminedness in terms of either the subject, space or activity. Thus, we conclude that there is some evidence that liminality affords reflection, but also that liminality and underminedness are fragile states that are not easily organised in a professional education curriculum. 相似文献
19.
Karley Beckman Tiffani Apps Sue Bennett Lori Lockyer 《Learning, Media and Technology》2018,43(2):197-210
Evidence from large-scale studies of primary and secondary students’ technology practices at school over the last decade show disparities in student practices and suggest that schools need to do more to cater for all students. Research that explores the influence of social and cultural factors may be useful for understanding such inequality in student practice. Bourdieu’s theory of practice [(1977). Outline of a Theory of Practice. London: Cambridge University Press] is proposed as an example of a sociological theory that can be adopted in educational technology research to move towards understanding the wider complexities of technology practice. To encourage discourse and application of Bourdieu’s sociology in the field of educational technology research, this paper provides an introduction to the theory, a review of its application in research of primary and secondary students’ technology practice and relevant conceptual work. The paper presents a conceptual framework based on Bourdieu’s theory that has been developed through two recent studies, and review of empirical and conceptual works and invites its application in future research so that it can be critiqued and further developed. 相似文献
20.
The term professional vision points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher’s interest was to capture and study notable aspects of the teacher’s practice. Through a coding scheme, disparate classroom events were organized and analyzed to yield a researcher’s professional vision of the teacher’s practices. For the teacher, through reviewing the video records of his own classroom practices, his professional vision provided a basis for him to reflect and develop professionally. Leveraging on the work of the researcher, he initiated and transformed his own practices. Their collaboration yielded a mutually informed development of professional vision of classroom practices. In juxtaposing the two developments, the researcher and the teacher’s views can be contrasted, their distinctive interests highlighted and common grounds explored. Some implications for developing professional vision are drawn, and it is in the common grounds of the teacher’s professional development and seeing with a goal of enhancing of student learning that hold some promise of a mutual interest in developing a professional vision of classroom practices. 相似文献