Creating data in practitioner research

Brown, Tony

doi:10.1016/0742-051x(95)00034-h

Cited by 13 publications

(8 citation statements)

References 15 publications

(9 reference statements)

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“…The inventory of past reflective assessments could later be sequenced to provide an account of how the student saw themselves at successive stages (cf. Brown, 1996;Brown and Jones, 2001). Yet these "'reflections' are performative, not mere neutral reflections.…”

Section: Methodsmentioning

confidence: 99%

Reasserting theory in professionally based initial teacher education

Hodson

Smith

Brown

2011

Teachers and Teaching

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Conceptions of theory within initial teacher education in England are adjusting to new conditions where most learning how to teach is school-based. Student teachers on a programme situated primarily in an employing school were monitored within a practitioner enquiry by their university programme tutors according to how they progressively understood theory. The tutors meanwhile also focused on how their own conceptions of theory responded and evolved in relation to their students' changing perceptions. This resulted in the students retrospectively identifying and developing theoretical and analytical capabilities. University sessions became a reflective platform from which to critically interrogate the emergent story of what it is to be a teacher in a school. There are implications for schools and universities about what it is to learn to be a teacher.

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Section: Methodsmentioning

confidence: 99%

Reasserting theory in professionally based initial teacher education

Hodson

Smith

Brown

2011

Teachers and Teaching

Self Cite

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“…This aspect is important when we consider how we will represent qualitative research data (Brown, 1996;Eisenhart, 2006).…”

Section: Resultsmentioning

confidence: 99%

“…Lastly, the value of teachers reflecting on, talking about and re-storying, and making sense of their lived experiences has been documented in the literature over many years as promoting teacher professional and personal learning and development in the teaching profession, whether it be in initial teacher education or in ongoing in-service learning (Brown, 1996;. It is hoped the framework developed from this research is useful in communicating with teachers learning about teaching in initial teacher education and master's level programmes.…”

Section: Resultsmentioning

confidence: 99%

Theorising teaching

Bell

2010

Waikato Journal of Education

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“…In contrast many writers have described the misunderstandings and difficulties which learners experience in balancing what Stierer (1998) calls 'the traditional intellectual competences of the academy' and more professional competences such as: the ability to reflect upon one's practice, and upon the implications of that reflection for changing practice, the ability to demonstrate the professional relevance of one's learning, the need to link the outcomes of study to professional competences, and the importance of personal growth, development and change. (Stierer, 1998, p. 4) Perhaps one way to understand the lack of tension in this study is to stress the value of writing as part of a process of internal dialogue through which perception becomes clearer and more coherent (Brown, 1996); writing is a tool in a Vygotskyian sense to release short-term memory to reflect on the wider rationality of what the teacherresearcher is attempting. As one participant in this study put it, writing was 'the means by which he could show to himself that practice was reasoned and purposeful'.…”

Section: How Does This Study Fit Alongside Other Research?mentioning

confidence: 96%

The participants' experience of taking a post‐degree qualification: the importance of relevance

Hammond

2006

Technology, Pedagogy and Education

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To cite this article : Michael Hammond (2006) The participants' experience of taking a post-degree qualification: the importance of relevance, Technology, Pedagogy and Education, 15:1,[125][126][127][128][129][130][131][132][133][134][135][136][137] To link to this article: http://dx. MichaelHammond M.Hammond@warwick.ac.uk This article reports on the experiences of six participants in a Master's degree in Education (M.Ed.) programme based at the University of Exeter who had all contributed to a collection of academic papers on educational research in a distributed community. The programme was a distance learning one which had a special focus on application of ideas to practice. Online technologies were used to provide course participants with access to materials and to group discussion. A grounded theory approach was used to explore experiences of the M.Ed. programme via online questionnaires. It was found that the overarching value associated with the programme was its relevance; key factors in establishing relevance were the design of the programme and the strategies participants used to apply readings and activities in their work. This study provides insight into the nature of relevance and carries implications for the distinction between practical and academic knowledge. Background to the Exeter programmeThe part-time Master's degree in Education (M.Ed.) with a specialism in ICT (information and communication technology) is a distance learning programme in which modules on teaching, learning and organising ICT are offered. Work on research methods is incorporated into each module and there is a 10,000-word dissertation. Participants can negotiate individual routes through the programme by, for example, carrying out modules of independent study or opting to take fewer modules and completing a longer dissertation. An online environment provides access to materials (for example files of key readings, short case-study scenarios or links to other sites of interest) and to discussion forums and online chat. Each module lasts for a term (10 weeks) during which participants are engaged with materials and discussion. This is followed by an individual course assignment. Participants were encouraged to Downloaded by [University of Cambridge] at 09:38 20 December 2014 126 M. Hammondcooperate with each other through posting to discussion forums, however there were no formal groupwork tasks set and assessment was based on individual assignment. Use of discussion forums was variable by cohort, by individual and by task phase. For example, programme participants interviewed in this study varied in the frequency with which they accessed online material from an average of once to four times a week and an average of once to seven times a week for reading or contributing to discussion forums. Participants would occasionally (on average once a week) engage in one-to-one discussion with other members of the course and would mail their tutor from once to three times a week while tackling an individual assignment (again these fi...

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Creating data in practitioner research

Cited by 13 publications

References 15 publications

Reasserting theory in professionally based initial teacher education

Reasserting theory in professionally based initial teacher education

Theorising teaching

The participants' experience of taking a post‐degree qualification: the importance of relevance

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