Collaborative writing anddis‐continuing professional development: challenging the rituals and rules of the education game?

Abstract

This article discusses a critical challenge to current paradigms of continuing professional development within higher education institutions. A small group of higher-education-based teacher educators for the English post-compulsory sector describes and exposes the values and processes operating within a particular kind of professional development 'space' of their own creation. Within this space for thinking, talking, reading and writing as academics, a different way of characterising professional development emerged that challenged existing power relations in higher education, and that can best be named 'critical educative practice'. The main constituents of this way of working are identified and the process is illustrated with reference to the experience of collaborative writing within the group. The focus on criticality leads to an emerging concept of 'critical collaborative writing', and the implications of this particular example for higher education colleagues and institutions are explored.

Teacher educators' professional learning: A literature review

“…Allard & Gallant, 2012; Auld et al, 2013;Barak et al, 2010;Braund, 2015;Castle, 2013;Davey et al, 2011;Draper et al, 2011;Fletcher & Casey, 2014;Gallagher et al, 2011;Grierson et al, 2012;Karagiorgi & Nicolaidou, 2013;Kosnik et al, 2015;Loughran, 2014;Lovin et al, 2012;McDonough & Brandenburg, 2012;Monroe, 2013;Montecinos et al, 2002;Mukeredzi, 2015;Murray, 2010;Patrizio et Baecher & Kung, 2014; Brody & Hadar, 2011Castle, 2013;Coronel et al, 2003;Dinkelman, 2011;Dye et al, 2010;Hadar & Brody, 2010Jacobs et al, 2011;J onsd ottir et al, 2015;Kosnik et al, 2015;Margolin, 2011;Poyas & Smith, 2007;Schuck et al, 2013; develop a researcher identity as teacher educators is given by Griffiths et al (2010), who described that teacher educators perceived the work in teacher education and doing research as separated.…”

Culture clash: mentoring student Literacy educators in a marketised and instrumentalist further education policyscape

“…This approach draws on Kamler's (2001) perspectives that see research and writing as an area of activity in which identities are reformed and reforming. It also resonates with the ideas of Dye et al (2010), who see the collaborative writing that takes place outside formal professional development as more inherently meaningful and developmental for individuals (as well as being potentially subversive). The emphasis was very much on the process of carrying out the research, rather than focusing on a final product or output.…”

Teacher Professional Development in Outdoor and Open Learning Environments: A Research Based Model

“…As a special case of informal learning, the relevance of outdoor education is examined. In this sense, this article tries to bring new evidence to the on-going discussion related to critical educative practice (Dye, Herrington, Hughes, Kendall, Lacey & Smith, 2010).…”