Interactive Research and Development: A Promising Strategy for Teacher Educators

Huling, Leslie; Trang, Myron; Correll, Linda

doi:10.1177/002248718103200604

Cited by 9 publications

(2 citation statements)

References 2 publications

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“…Whilst there are an increasing number of studies which demonstrate the use of this in linking pre-service and continuing professional development, particularly those carried out in pre-service and in-service training in the USA, and in the UK (Huling et al, 1981;McKernan, 1988McKernan, , 1994McCutcheon & Jung, 1990;McTaggart, 1991;Elliott, 1993), few seek to explain reasons for its usefulness to the educational researchers in their own higher education contexts. Whilst not the prime focus of this paper, it is nevertheless worth speculating that action research may represent the assertion of education as a disciplined inquiry in its own right, and in doing so finally release teacher educationists and educational research from domination by sociologists and psychologists.…”

Section: Practice As Research and Developmentmentioning

confidence: 99%

Qualitative Research, Professional Development and the Role of Teacher Educators: fitness for purpose

Day

1995

British Educational Res J

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This paper focuses upon the purposes, prejudices, practices and contexts of those who teach education in all its forms within higher education and schools. It examines some of the difficulties and challenges those in education departments whose significant history is school teaching face in extending their own learning opportunities as part of their moral purposes as professionals engaged in the 'betterment' of education, and it will suggest routes for research which might contribute to their thinking and action and thus, ultimately, to the education of students and pupils. There are, of course, examples of tutors in higher education engaging in development through 'reflective practice' and of pre-service teacher education courses which are based upon notions of reflective practice. The purpose of this paper, however, is to examine the roles and responsibilities of teacher educators through an analysis of their historical, social and psychological contexts and, through this, to propose a particular partnership model of qualitative research and development which appears to 'fit' closely to purpose. This paper is an expression of my own values, which themselves have been and still are being fashioned and refined through processes of information, experience, reflection and interaction blended by historical, social and environmental influences-over which I do not claim to have entire control and which are not always rational. Indeed, the neutralisation of voice and the absence of the first person singular is seldom a feature of the qualitative studies which I shall propose (Eisner, 1991)-so it is biased and partial though it will be based upon considerable collected practical wisdom, and 'connoisseurship'. For these reasons, T will be used rather than pretending that the T is not involved in the values, ideas and experiences which stand behind the text. In this sense, then, the paper adopts the stance of active feminist scholarship:First, the author is explicit about the space in which she stands politically and theoretically, even as her stances are multiple, shifting, and mobile. Second, the text displays critical analyses of current social arrangements and their 0141-1926/95/030357-13 © 1995 C. W. Day ideological frames. And, third, the narrative reveals and invents disruptive images of what could be. (Fine, 1992, p. 221)

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Section: Practice As Research and Developmentmentioning

confidence: 99%

Qualitative Research, Professional Development and the Role of Teacher Educators: fitness for purpose

Day

1995

British Educational Res J

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“…The appreciation systems of practitioners include their fundamental values and theories and their repertoire of examples, images, understandings and actions (Schon, 1983). Action research contributes to an appreciation system by enabling practitioners to examine available theories of teaching and learning in terms of their application to particular situations (Whitford, 1984), making them more likely to draw on the research findings of other researchers (Huling, Trang, & Correll, 1981;Oja & Pine, 1984), increasing their awareness of specific educational beliefs (Noffke & Zeichner, 1987) and helping to broaden their views on teaching, schooling and society (Noffke & Zeichner, 1987).…”

Section: Action Research and The Processes Of Reflectionmentioning

confidence: 99%