Mediating Relationships across Research, Policy, and Practice in Teacher Education

Harris, Pauline

doi:10.1080/17425961003669334

Cited by 4 publications

(5 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There are surprisingly few mandates for teachers to connect with educational research, despite the professionalisation of education, with teachers often seen as receiving knowledge from external sources, rather than being part of creating it (Wollscheid et al, 2019). An argument further supported by Harris (2010), who suggests that teachers are expected to receive and reproduce knowledge. Our intention, therefore, is to propose a reframing of research and the roles of researchers and practitioners, which involves a "reconstruction of relations" (Hargreaves, 1999, p. 136) in which teachers are "at the heart" (ibid.).…”

Section: Reframing the Role Of Student Voice Researchmentioning

confidence: 95%

Student Voice and Student Feedback: How Critical Pragmatism Can Reframe Research and Practice

Jones

Hall

2021

Student Feedback on Teaching in Schools

View full text Add to dashboard Cite

This chapter recognises the diverse definitions and practices of student feedback; focussing on how student feedback can facilitate dialogue and thus contribute to the development of schools as democratic communities. Student feedback is thus positioned as a part of student voice, which has its roots in the United Nations Convention on the Rights of the Child (UNICEF, 1989). We question the ways in which schools elicit the views of students and how students’ opinions are made use of, recognising the complexities arising from power relationships (Hart, 1992), the consumerisation of education (Whitty & Wisby, 2007) and the pressures of accountability. Furthermore, we consider ways in which researchers can address difficulties in the research-practice relationship (Chapman and Ainscow, 2019) and facilitate co-creation of research. We propose the perspective of critical pragmatism as a means to acknowledge the complexities of practice, whilst also highlighting the importance of critical reflection and dialogue. Critical pragmatism could move us from a “deconstructive scepticism toward a reconstructive imagination” (Forester, 2012, p. 6) in which schools and researchers collaborate to enable contextually rich practices of student feedback and student voice.

show abstract

Section: Reframing the Role Of Student Voice Researchmentioning

confidence: 95%

Student Voice and Student Feedback: How Critical Pragmatism Can Reframe Research and Practice

Jones

Hall

2021

Student Feedback on Teaching in Schools

View full text Add to dashboard Cite

show abstract

“…Both Harris (2010) and Doecke (2004) presented situations that arose from national teaching reforms in Australia. They both illuminated a tension created by national policy implementation that may be common in Australia and elsewhere; to what degree does implementation of policy conflict with professional identity?…”

Section: National-level Policymentioning

confidence: 99%

“…They both illuminated a tension created by national policy implementation that may be common in Australia and elsewhere; to what degree does implementation of policy conflict with professional identity? Harris (2010) wrestled with this existential professional question during the development of teacher education program modules on early literacy in the face of national reading policy in Australia:…”

Section: National-level Policymentioning

confidence: 99%

“…The Australian government's revision of literacy instruction necessitated professional development and curriculum development. Harris (2010) was asked to design a module for the early grades. In so doing she found that reframing certain implications embedded in the policy (such as Methods that Work for all Children as Principled Repertoires of Practice or Teachers as Recipients of Research as Teachers as Producers and Interrogators of Research) enabled her to transform top-down mandates into professional development opportunities that "engage preservice and classroom teachers in reflecting and acting on key messages in informed ways, shaping the spaces and possibilities we create for teachers and students in our teacher education courses" (p. 89).…”

Section: Impact Of Policy/impact On Policymentioning

confidence: 99%

“…Attending to this in our teaching is essential for facilitating the kind of openness, for both students and faculty, that we feel is evidenced herein" (p. 100). Harris (2010) was charged with developing curriculum on early literacy in Australia. She felt some discomfort with developing a curriculum in a top-down manner, and so she studied her own practice of teaching the modules she developed to teachers.…”

Section: Moderate Emotional Responsementioning

confidence: 99%

See 2 more Smart Citations

Self-Study and Education Policy

Clift

Liaupsin

2019

Springer International Handbooks of Education

View full text Add to dashboard Cite

Self-studies of policy are the nexus between what was transmitted concerning desirable practice; how that transmission was understood, accepted, rejected, or modified; the actions and reactions that preceded, accompanied, or followed; and any change that occurred either to those affected by the policy or any modification, revision, or abandonment of the policy itself. In this chapter, we examined the direct and indirect effects of policy at the national, state, and local levels, based on peer-reviewed articles from 1999 to 2017. We found that the studies documented the way in which policy directly or indirectly affected teaching, but not how self-study researchers affected policy. We also found that policy effects often (and sometimes negatively) engaged teacher educators' emotions. We call for greater attention by self-study researchers to examining the links between teacher education and teacher education policy, particularly the ways in which teacher educators can participate in creating or modifying education policies.

show abstract

Self-Study and Education Policy

Clift¹,

Liaupsin²

2020

International Handbook of Self-Study of Teaching and Teacher Education Practices

View full text Add to dashboard Cite

Mediating Relationships across Research, Policy, and Practice in Teacher Education

Cited by 4 publications

References 23 publications

Student Voice and Student Feedback: How Critical Pragmatism Can Reframe Research and Practice

Student Voice and Student Feedback: How Critical Pragmatism Can Reframe Research and Practice

Self-Study and Education Policy

Self-Study and Education Policy

Contact Info

Product

Resources

About