Forming a collaborative action research partnership

Platteel, Tamara; Hulshof, Hans; Ponte, Petra; Driel, Jan van; Verloop, Nico

doi:10.1080/09650792.2010.524766

Cited by 39 publications

(34 citation statements)

References 25 publications

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“…These strategies included refusing to have a discussion with a partner to clarify confusions and disagreement on templates, sickness, and going home after teaching hours and/or coming to school before class hours due to the absence of policy on professional learning which requires permanent teachers to stay in the school between 07.00 am and 13.00 pm for professional learning and/ or collaborative tasks. This was also emphasised by Platteel, Hulshof, Ponte, van Driel, and Verloop (2010) who said their participants have never met nor worked together. Thus this was a big challenge for CBAR because there was no communicative space for the participants to engage in free and open communication and dialogue within their own group (Kemmis, 2001).…”

Section: Discourses Of Collaborationmentioning

confidence: 99%

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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Despite almost a decade since the introduction as a professional learning model for teachers in Indonesia, the growth of Classroom-Based Action Research (CBAR) is very limited. The CBAR process in Indonesia has relied heavily on one-off-top-down and non-school based professional development.This study was conducted in a small town in the Eastern Flores regency of the East Nusa Tenggara province, Indonesia. The study involved English as a Foreign Language (EFL) teachers at one public secondary school in a rural and disadvantaged context who worked with the researcher to attempt to implement a school based approach to CBAR. Four phases of the study were conducted: Getting started; Workshops; CBAR in action; and Post CBAR through an imagined, intended and enacted methodological structure. In this study I adopted a Foucauldian approach as a theoretical perspective, as well as applying Foucauldian theories to the data analysis.Drawing on a variety of data sources including: meetings and interviews; workshop sessions and classroom visits; and reflective journals and field notes, the study identified three major discourses circulating within the CBAR project. These three discourses are used to explore understandings of reflective practice, subject positionings, and collaboration.The Foucauldian approach to analysis focused on discourses and the idea that individuals have multiple identities as a result of multiple subject positionings, and their relationships are influenced by the discourses that operate within a specific context. These discourses create the nexus between power and knowledge and impact on how the CBAR worked in this context, how the participants positioned me and themselves, how they positioned themselves and their colleagues, and were positioned by their colleagues, in their effort to implement the CBAR project.Through the exploration of the discourses of reflective practice, it was found that being a critical practitioner was not easily translated into a remote and disadvantaged context in Indonesia.An analysis of the discourses of subject positionings indicates the participants' multiple constructions of me and my multiple constructions of them continued throughout the study due to the complexities of the situation. There were often 'pull and push' subject positionings where I attempted to get the teachers to do research but their limited abilities, autonomy, and resources as well as their practice/tradition rooted in the mandates/policy from the central government created problems. There were also tensions and struggles in their inability to complete research without my ii assistance and constant request for help, and my tensions and struggles to avoid providing and giving more assistance.Through the investigation of the discourses of collaboration, it was found that the implementation of the project as a collaborative work is a site of tension for both the participants and myself caused in part by the multiple identities that we took up. There were tensions and struggles between the partic...

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Section: Discourses Of Collaborationmentioning

confidence: 99%

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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“…Each reflected the teachers' personal readiness and openness to engage in the study. This meant each task was aptly pitched in terms of motivation and challenge (Platteel et al, 2010), but perhaps most importantly the task focus was decided by the individual teachers. Phase Two of the study involved exploring whether participation through a process of critical reflection was sustainable over a period of one month with the participant teachers.…”

Section: The Study and Appropriate Methods Used To Support Openness Amentioning

confidence: 99%

Reflecting on reflection: improving teachers’ readiness to facilitate participatory learning with young children

McLeod

2013

Professional Development in Education

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This paper explores whether teacher's habits and assumptions about their practice can be enhanced by Continued Professional Development through nurturing self-awareness of lived experiences. Within the paper a practical understanding of critical reflection as a process is explored and particular attention is given to Moon's (2008) assertion that one person cannot make another person reflect. Reflection as a process is re-evaluated through the application of Theory U and the axiom that reflection needs to start with the self. The paper's central argument is that at the heart of critical reflection is the need for embodied readiness. Without such openness as the first step, critical reflection is misinterpreted. The main outcome of the study was the development of '9 R's of Reflection', a practical framework which enabled critical reflection to become part of teachers' day to day practice enabling them to focus positively on the challenges they faced within the applied educational setting. The findings of the study demonstrate that the '9 R's' broke down sites of conflict between the desire to follow children's interests and the pressure to conform to the technical demands that dominate modern education so that the teachers changed their habits and become better at participatory teaching.

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“…This is supported by McLaughlin (2007) who suggests that teachers value the involvement of academics in collaborative processes and the skills and knowledge that they offer. However, existing research collectively agrees that it is not the skills which any one party brings to collaboration but the contributions made by all that shape successful collaborative action research projects (Platteel, et, al, 2010). This collective contribution is of fundamental importance in identifying whether or not activity carried out by and between academics and teachers is indeed collaborative or client-supplier in nature or even benign coercion.…”

Section: Addressing Academic-teacher Collaborationmentioning

confidence: 99%

Collaboration between academics and teachers: a complex relationship

Bevins

Price

2014

Educational Action Research

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Collaboration between academics and teachers has become increasingly prevalent over recent years. Whether its aim is joint research or continuing professional development for teachers, collaboration seems to offer a realistic opportunity for reducing the perceived gap between theory and practice. However, collaboration is not merely academics and teachers working together on a common project. It is complex in nature and involves a range of requirements which must be satisfied in order to maximise the potential of the relationship. In this paper we will theorise on the nature of academics and teachers working together and suggest that a working relationship between academic researchers and teachers can either be one of three models: client-supplier, a coercive relationship or a collaborative one. We identify and unpack specific factors that underpin collaboration and suggest a number of concrete actions to establish it between academics and teachers. We draw heavily from existing literature and our own reflections on two collaborative projects which we have recently been involved with. We use data from these projects to provide a number of anecdotes from the teachers who participated to support our own reflections. Finally, we suggest that further research should investigate the different ways attempts to collaborate fail to build a more complete sense of the problems and potential of this special relationship.

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Forming a collaborative action research partnership

Cited by 39 publications

References 25 publications

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Reflecting on reflection: improving teachers’ readiness to facilitate participatory learning with young children

Collaboration between academics and teachers: a complex relationship

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