Challenging Traditions

Abstract

In this chapter, the author presents the case of Mariana, a Uruguayan non-native speaking teacher of English working at Lake Primary School in Uruguay. This chapter describes an action research process during which the author and a colleague reconstructed the experience of introducing a new approach to the teaching of emergent literacy with six-year-olds. In order to generate data, apart from holding a series of interviews and class observations, they engaged in Cooperative Development sessions (Edge, 2002, p. 18) using the framework to engage in “a mixture of awareness-raising and disciplined discourse” as a further means of facilitating the understanding of professional development processes. During and after the data generation period, the author analysed the data and shared the interpretations with her colleague, who examined them critically, adding her own views and clarifying as necessary. In the midst of the explorations of pedagogical experiences, the author and her colleague allowed other discourses to emerge, and were thus able to draw conclusions regarding Mariana's identity as a non-native speaking teacher, her ability to deal with change and innovation, her relationship with peers, as well as her newly-discovered roles as researcher, leader, and change agent.

Explanatory variables of educational innovation: A model based on personality traits

“…This factor also refers to collective success through individual work within the school organization (Ismail et al, 2002), the school's assessment and interpersonal relationships within the school (Vicent-Lancrin et al, 2014), to collaboration and participation in innovation processes, in the management of other educational sectors' participation and participation in organizational structures (Marcelo et al, 2011), and to democratic cooperation (Zhu & Wang, 2014). Stefani (2014) also refers to these relationships inside the school when she addresses the issue of the identity of innovative teachers, while Emo (2015) and Herrán (2009) underline teachers' encouragement of student participation through different teaching techniques, such as assemblies, corners, or recess laboratories. Institutional Participation is also discussed by Torrego (2008) when he defines teachers in a changing world as the managers of a group/class and members of an organization.…”