Experience Counts, Theory Doesn't: How Teachers Talk About Their Work

Hargreaves, Andy

doi:10.2307/2112428

Cited by 97 publications

(36 citation statements)

References 3 publications

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“…I chose to give a retrospective account of my career, aided by some analysis and interpretation (that is, theorizing), with implications for practitioners, both academic and school-based. Andy Hargreaves (1984) found attitudes similar to those of the administrators and reported them in his article, titled "Experience Counts, Theory Doesn't." Parallel, if not strikingly similar, issues infuse debates in such areas as instructional supervision and coaching (and other areas of expert knowledge attainment and sharing) and, more generally, in teaching.…”

mentioning

confidence: 85%

LDR 2 LDR: University faculty communicating practice through theory

Waite

2009

J of Leadership Studies

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An act of leadership is always an act of practical theory. We lead because we hold visions of the world as it ought to be, because of the not yet, because of the potential that we see in ideas and people. Yet, there still exists a perceived binary between leadership theory (in the strong sense) and leadership practice, a binary that divides organizations, classrooms, and the differing bodies of leadership literature. In this Symposium, Duncan Waite and his colleagues discuss the barriers they have faced in bringing theory to the educational leadership classroom, as well as the promise they feel theory holds for more productive, equitable, and humane schooling organizations.

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mentioning

confidence: 85%

LDR 2 LDR: University faculty communicating practice through theory

Waite

2009

J of Leadership Studies

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“…Discourses on 'useful' research are presently frequently used to oppose academic, now called 'blue-sky' research, and evidencebased policy, but in fact the problem as concerns teachers is much less that of the distinction, which is frequently difficult to make in educational studies, between fundamental and applied research but that between research that is rejected and research that is accepted and actually 'put to use' by them. Although there are several factors that explain teachers' rejection of theory and research (Hargreaves, 1984), a main one in France, but also in other countries, is that teachers have come to feel that research and evaluation are essentially used to increase and bring closer administrativeand, when results are published, also consumer -control of their activity rather than to improve it. If we wish that they became more open to research-based policy, it is necessary, therefore, to change this perception.…”

Section: Evidence For Whom?mentioning

confidence: 99%

Evidence and Policy Research

Schuller

Jochems

Moos³

et al. 2006

European Educational Research Journal

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The EERJ roundtable took as its point of departure the experience of the Organisation for Economic Cooperation and Development's (OECD) Centre for Educational Research and Innovation (CERI) in carrying out policy research. CERI has conducted four reviews of national educational research and development (in New Zealand, England, Mexico and Denmark), and has run a number of meetings specifically on the use of evidence-based policy research (in the USA, Sweden and the Netherlands). Tom Schuller, Head of CERI, presented some conclusions from these and other CERI activities. Responses were made by Wim Jochems, Open University of the Netherlands, Lejf Moos, Danish University of Education, and Agnes van Zanten, Observatoire Sociologique du Changement, CNRS, Paris. The EERJ Roundtable was an opportunity to return to the issues raised in the European Conference on Educational Research (ECER) 2003 Hamburg Roundtable on the 'OECD Examiners' Report on Educational Research and Development in England' (European Educational Research Journal, 3(2), 2004, pp. 510-526) in a wider context and as part of a trend to evaluate the quality and organisation of educational research, and its contribution to educational policy. The roundtable posed questions on the way international organisations such as the Organisation for Economic Cooperation and Development (OECD), and units within them such as the Centre for Educational Research and Innovation (CERI), define, develop and disseminate knowledge, and specifically educational research. There are a number of approaches to this (see, for example, Porter & Webb, 2004;Robertson, 2005). One is to ask empirical questions about the actual impact of such organisations on educational policy or practice. This is a rich potential area for inquiry, though fraught with difficulty, notably in demonstrating causal links -but I'm sure that those of us that work in these organisations would like to see more results from this line of inquiry! A second approach is to raise political questions about the role of international organisations, their legitimacy Tom Schuller et al 58 or their legitimating processes (two quite different things), their functions and their accountability. A third is to use investigation of international organisations such as OECD as an entry point for considering the role of international research generally, whether it is executed through such agencies or in national or subnational units such as university departments. These reflections touch on all three approaches. I want in particular to address the growing concern about the nature of educational research and its relation to policy. My remarks derive not from original research but from involvement as head of CERI in a range of international projects, particularly in a specific project on evidence-based policy research (see Schuller, 2005; Burns & Schuller, 2006 forthcoming); and prior to that as an examiner in one OECD review (New Zealand) and an examinee in another (England). TOM SCHULLER. Reviewing OECD's Educational ...

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“…As both Barrow (1990) and Hargreaves (1984) suggest, it is practice that counts, not theory, for most preservice teaches. The persistent problem seems to be one of praxis -that form of practice that is underpinned by theoretical constructs and that is open to reflexive reordering (Giddens 1991) but which is often dismissed as irrelevant.…”

Section: The Problem In Physical Education Teacher Educationmentioning

confidence: 99%

Using personal construct theory and narrative methods to facilitate reflexive constructions of teaching physical education

Rossi

Hooper

2001

Aust. Educ. Res.

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This paper reports on two lengthy studies in physical education teacher education (PETE) conducted independently but which are epistemologically and methodologically linked. The paper describes how personal construct theory (PCT) and its associated methods provided a means for PETE students to reflexively construct their ideas about teaching physical education over an extended period. Data are drawn from each study in the form of a story of a single participant to indicate how this came about. Furthermore we suggest that PCT might be both a useful research strategy and an effective approach to facilitate professional development in a teacher education setting.

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Experience Counts, Theory Doesn't: How Teachers Talk About Their Work

Cited by 97 publications

References 3 publications

LDR 2 LDR: University faculty communicating practice through theory

LDR 2 LDR: University faculty communicating practice through theory

Evidence and Policy Research

Using personal construct theory and narrative methods to facilitate reflexive constructions of teaching physical education

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