Action Research: a strategy for teacher change and school development?

Haggarty, Linda; Postlethwaite, Keith

doi:10.1080/0305498032000153016

Cited by 36 publications

(20 citation statements)

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“…The achievement of synergy with their school through this process of (progressive) filtering can be seen through several lenses. It could be seen as an entirely proper consequence of the context-sensitive decision-making that is encouraged by reflective practice (Haggarty and Postlethwaite 2003). It could be seen as consistent with the 'principles of procedure' for effective educational practice that are set out by James and Biesta (2007) who argue that, in navigating the complexities of any learning situation, it is sensible to make decisions which exploit aspects where a number of influences point in the same direction.…”

Section: Discussionmentioning

confidence: 94%

Student teachers’ thinking about learning to teach: a study of student teachers of mathematics and science at the end of their initial training

Postlethwaite¹,

Haggarty

2012

Research Papers in Education

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Recent dominant models of student teacher learning include apprenticeship and reflective practice, but these are now being challenged, extended and enriched by broader sociocultural models of learning. These new models direct attention to how learning is shaped by an interplay between the characteristics of the student teachers, their lecturers and their teacher mentors, and the characteristics of the university, schools and societal contexts within which these students, lecturers and mentors work. Sociocultural theories also reveal the importance of how learning is transferred and transformed as the student teacher moves between different contexts (e.g. between university and school, or between one school and another). In the context of teacher education in England, this paper explores the nature of student teachers' thinking at the end of their initial teacher education (ITE) programme, and questions how the student teachers learnt to think about teaching in these ways -in particular what they felt they learnt in the university and school contexts, and how they dealt with differences between the ideas which were valued in those different contexts. Data were collected by questionnaire from a volunteer sample of student teachers of science and mathematics close to the end of their ITE course. Questions generally called for free response answers which were transcribed, coded and then related to a framework of ideas derived from our synthesis of sociocultural theories of learning. From the insights gained, we develop a theoretical understanding of the emerging aspects of student teachers' thinking and learning which we summarise under the term 'progressive filtering'. We discuss the relationship of this idea to the classical literature on socialisation of teachers and on 'reality shock', and also relate this idea to activity theory. We illustrate how this theoretical framework offers insights that could enable ITE to address issues which have remained problematic for some time.

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Section: Discussionmentioning

confidence: 94%

Student teachers’ thinking about learning to teach: a study of student teachers of mathematics and science at the end of their initial training

Postlethwaite¹,

Haggarty

2012

Research Papers in Education

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“…The teachers have documented the feeling of empowerment that the enquiry process in partnership with the Research Centre for Learning and Teaching at Newcastle University has given them and they tell of what a positive learning experience it has been for the school, for the teachers and for the pupils. Involvement in the projects seems to have supported the teachers' capacity for innovation and risk taking, as observed in the work of Haggarty and Postlethwaite (2003). The…”

Section: Common Themes Emergingmentioning

confidence: 84%

Teacher enquiry as a tool for professional development: Investigating pupils’ effective Talk While Learning

Wall

Higgins

Glasner³

et al. 2009

Aust. Educ. Res.

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The Learning to Learn in Schools Phase 3 Evaluation was a four year project acrossEngland exploring the concept of Learning to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning. One of the key aims of the project was to ensure that the locus of control in terms of development remains with the schools, who decided on the focus of innovation relevant to them under the umbrella heading of Learning to Learn. A team from the Research Centre for Learning and Teaching at Newcastle University then supported and facilitated the teachers in the systematic evaluation of their experiences. As a result we believe that this process supported meaningful professional development about teaching and learning. This paper exemplifies this process through two professional enquiries into pupil talk in the classroom and how it supported learning. The projects were carried out by teachers in two schools, one secondary (11-18 years) and one primary (4-11 years). Both schools decided that encouraging pupil talk about learning best fit with their priorities and the project aims of exploring Learning to Learn. The paper describes the different research methods and findings of the teachers' 93 •93 The Australian Educational Researcher, Volume 36, Number 2, August 2009 .. research, focusing on the decision making which occurred and how the process of the research has impacted on their professional development. Conclusions are drawn about how the philosophy of Learning to Learn can be as easily applied to the process of professional enquiry through action research and teachers' learning, as to the more traditional domain of students' learning and how this might contribute to the development of a successful Learning to Learn school culture.

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“…1 Yet much teacher research is not primarily theory-directed (undertaking research at a site or sites selected to illuminate general questions and issues), but is rather contextdirected (looking to better understand the immediate professional situation 'here'), with local foci and goals (Taber 2013a) and it is this kind of inquiry that this Chapter discusses, Transformative research involves a process of examining critically our personal and professional values and beliefs, exploring how our life worlds have been governed (perhaps distorted) by largely invisible socio-cultural norms, appreciate our own complicity in enculturing uncritically our students into similar life worlds, creatively re-conceptualising our own professionalism, and committing to transforming science education policy, curricula and/or pedagogical practices within our own institutions. (p. 374) For this kind of research (Haggerty and Postlethwaite 2003;Tripp 2005) the development of new personal knowledge is more important than contributing new public knowledge of the kind reported (sic, represented-see note 1) in research journals. There is a parallel with the student who achieves an understanding of an abstract but well-established scientific concept-an achievement which is valued by educators as a personal accomplishment, despite the understanding making no original contribution to public knowledge.…”

Section: Doing Research In Science Educationmentioning

confidence: 94%

Barry J. Fraser, Kenneth G. Tobin and Campbell J. McRobbie (eds): Second International Handbook of Science Education

Taber

2014

Sci & Educ

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Action Research: a strategy for teacher change and school development?

Cited by 36 publications

References 0 publications

Student teachers’ thinking about learning to teach: a study of student teachers of mathematics and science at the end of their initial training

Student teachers’ thinking about learning to teach: a study of student teachers of mathematics and science at the end of their initial training

Teacher enquiry as a tool for professional development: Investigating pupils’ effective Talk While Learning

Barry J. Fraser, Kenneth G. Tobin and Campbell J. McRobbie (eds): Second International Handbook of Science Education

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