A Guide to Practitioner Research in Education

Menter, Ian; Elliot, Dely Lazarte; Hulme, Moira; Lewin, Jon; Lowden, Kevin

doi:10.4135/9781473957770

Cited by 94 publications

(67 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Arguably, not only does it make learning both a means to an end and the end itself (Wenger, 2006), it also reverses the sense of 'isolation' common to a number of teachers (Lieberman, 2000, p. 222;Ward & O'Sullivan, 1998). Likewise, professional enquiry via practitioners undertaking their own research (see Menter, Elliot, Hulme, Lewin, & Lowden, 2011) could possibly be a result of collaborative meeting of minds, or take place independently of the learning communities; this may prove to be complementary to the learning communities in giving teachers a more prominent role in their pursuit of lifelong learning.…”

Section: Discussionmentioning

confidence: 99%

‘Really on the ball’: exploring the implications of teachers' PE-CPD experience

Elliot

Campbell

2013

Sport, Education and Society

View full text Add to dashboard Cite

Continuing professional development (CPD) is currently high on the Scottish Education agenda. Recent curriculum reform in Scotland, with the introduction of Curriculum for Excellence, places physical education (PE) at the forefront for its role in directly supporting learners' mental, emotional, social and physical well-being. This emphasis on PE, along with concerns about the health of the nation, has resulted in a nationwide initiative providing non-specialist teachers of primary PE with the opportunity to develop a specialism in the subject through governmentfunded CPD programmes at postgraduate level. Using Knowles' andragogical model as a framework, this paper reports data from a larger research study that evaluated a Scottish PE-CPD initiative. This paper comprises a single case holistic study investigating the impact and implications of a PE-CPD programme through the professional learning journeys, from the outset until completion, of four teachers: a nursery teacher, a class teacher, a cluster cover teacher and a PE specialist who participated in the programme. Data were collected over one academic year using two-stage questionnaire interviews and were analysed thematically with special attention given to the emerging general themes to achieve a holistic understanding of the case. Study findings endorse the positive impact of using the andragogical model of adult learning combined with the literature-supported characteristics of effective PE-CPD programmes. Teachers' perspectives on their CPD experiences, integration of acquired learning into working contexts and teaching post-PE-CPD were then examined to determine the next steps. This led to critical reflection on the implications of the findings for the teachers' ongoing professional development. We then challenged the role that university providers play in supporting teachers' lifelong learning. Instead, we suggest new school-university partnerships and alternative ways to support capacity building and lifelong learning towards a sustainable transformational change in Scotland's primary PE.

show abstract

Section: Discussionmentioning

confidence: 99%

‘Really on the ball’: exploring the implications of teachers' PE-CPD experience

Elliot

Campbell

2013

Sport, Education and Society

View full text Add to dashboard Cite

show abstract

“…Writers such as Menter et al (2011), Punch (2009 and Somekh and Lewin (2007) were all helpful in such thinking. Having dialogue within the partnership that included teacher and academic researcher voices was essential in making sense of this literature and helping us to see how it might be applied within our school classrooms.…”

Section: Building An Evidence Strategymentioning

confidence: 99%

That’s Another Story: An Alternative to the ‘Official’ Way the Urban School Story is Told

2014

View full text Add to dashboard Cite

“…Researching teaching practice is not a new phenomenon, particularly in teacher education. Numerous authors have described benefits and approaches of reflective professional practice (Allard et al, 2007;Brookfleld, 1995;Schön, 1987;Dewey, 1933) and others of applications of this such as in action research (Kemmis & McTaggart, 1988;Mills, 2002) and also practitioner research (Craig, 2009;Dadds & Hart, 2001;Menter et. al., 2011).…”

mentioning

confidence: 99%