Practitioner Research in a Changing Educator Preparation Landscape: Exploring Tensions and Reimagining Possibilities

Ballock, Ellen

doi:10.5038/2379-9951.4.1.1120

Cited by 3 publications

(4 citation statements)

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“…In this study, two of the authors, Zheng and Sally, used collective memory work to engage six in-service teachers in collective story sharing about their embodied experiences of actualizing SBCD projects in various Hong Kong schooling contexts. The current paper responds to Ballock's (2019) call of nurturing a stance of practitioner-research inquiry. We encouraged teacher participants to be co-researchers, co-authors of an academic paper, and co-presenters of academic conference presentations.…”

Section: Purpose Of Study and Research Questionsmentioning

confidence: 99%

Collective Teacher-Researcher Inquiry: Localizing School-Based Curriculum Development in Diversified Hong Kong Schooling Contexts

Zhang

Wan

Chan

et al. 2020

JPR

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Responding to a recent call for turning a focus on advancing practices in curriculum studies, this paper reports collective memory work that disrupted academics’ hegemonic voices in School-Based Curriculum Development (SBCD) studies and elicited teachers’ stories about their school-based curriculum development (SBCD) practices. With post-colonialism as the theoretical underpinning, we explored how the Western-centric construct of SBCD was recontextualized in various Hong Kong school contexts. Findings revealed teachers’ struggles with hegemonic discourses that constrained their autonomy in SBCD projects to benefit diverse learners, such as the accountability mechanism, linguistic imperialism, Western-centrism, and top-down curriculum decision-making. Situated in the local realities of Hong Kong schooling, teachers’ SBCD projects also illuminate productive, hybrid spaces where new forms of knowledge, identity, and culture come into being.

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Section: Purpose Of Study and Research Questionsmentioning

confidence: 99%

Collective Teacher-Researcher Inquiry: Localizing School-Based Curriculum Development in Diversified Hong Kong Schooling Contexts

Zhang

Wan

Chan

et al. 2020

JPR

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“…Perhaps in response to these pitfalls, a theme appears in the literature on PST inquiry: the need for explicit and focused attention in teacher preparation programs on practitioner inquiry (Ballock, 2019). To be sure, a call for a more integrated approach to programming that pays attention to inquiry appears repeatedly in the literature (Truxaw et al, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Practitioner inquiry, defined by Cochran- Smith & Lytle (1993) as "systematic, intentional inquiry by teachers" (p. 5), has increasingly been incorporated into pre-service teacher (PST) education programs in the United States (Ballock, 2019;Cochran-Smith, Barnatt, Friedman, & Pine, 2009). As a result, scholars have begun to look into its usefulness at the pre-service level.…”

Section: Introductionmentioning

confidence: 99%

“…As a result, scholars have begun to look into its usefulness at the pre-service level. Because of the tenuous position of pre-service teachers (PSTs) in practicum or internship classrooms, the competing claims over their work (Smith & Sela, 2005), and the ever-changing policy environment of teacher preparation (Ballock, 2019), the development of an inquiry stance in PSTs and their ability to conduct an intentional and systematic inquiry project about which they are passionate is under question (Phillips & Carr, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Bad Inquiry: How Accountability, Power, and Deficit Thinking Hinder Pre-Service Practitioner Inquiry

Schroeder

2020

JPR

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This study of 30 pre-service teachers’ practitioner inquiry papers explores potential pitfalls of practicing inquiry with pre-service teachers. Focusing on the types of questions pre-service teachers ask about student learning, the challenges they face when engaging in inquiry, and the weaknesses of their inquiry products, this paper finds that accountability culture in education, pre-service teachers’ lack of power in the classroom, and deficit thinking left unchallenged by instructors led to weak inquiries. Implications include the need for teacher educators to work with mentor teachers across university and K-12 boundaries, and the need to teach explicitly about the power inquiry holds in neoliberal contexts.

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New Investigator Fidelity

Throne

2020

Practice-Based and Practice-Led Research for Dissertation Development

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This chapter presents researcher positionality within the specific context of practitioner doctoral research or practice-based research. The explication of researcher positionality is an essential precursor to practitioner doctoral inquiry for scholar-practitioners and can serve as a key anchor and measure for the scholar-practitioner's journey as new investigator and entrance to the scholarly academic community. The chapter also describes how the use of reflexivity may enhance fidelity of researcher positionality within practice-based doctoral research that informs professional practice. In addition, considerations and illustrations are offered for the evaluation and articulation of researcher positionality within the practitioner doctoral research journey that draws on the insider-outsider role of the scholar-practitioner as new researcher and seasoned practitioner.

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Practitioner Research in a Changing Educator Preparation Landscape: Exploring Tensions and Reimagining Possibilities

Cited by 3 publications

References 1 publication

Collective Teacher-Researcher Inquiry: Localizing School-Based Curriculum Development in Diversified Hong Kong Schooling Contexts

Collective Teacher-Researcher Inquiry: Localizing School-Based Curriculum Development in Diversified Hong Kong Schooling Contexts

Bad Inquiry: How Accountability, Power, and Deficit Thinking Hinder Pre-Service Practitioner Inquiry

New Investigator Fidelity

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