Practitioner research: with intent

Newman, Linda; Leggett, Nicole

doi:10.1080/1350293x.2018.1556538

Cited by 12 publications

(13 citation statements)

References 19 publications

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“…Finally, Newman and Leggett (2019) suggested that "Research that documents their [early childhood practitioners'] achievements can also strengthen the profession" (p. 121). We hope that this paper provides an example of this, and at the very least some food for thought about what can be achieved through working in genuine partnership.…”

Section: Discussionmentioning

confidence: 99%

“…There is a rich and productive record of practice-focused research in early childhood education (e.g., Lyndon et al, 2019;Newman & Leggett, 2019). There is also no shortage of critical reflection on the field, and its nature of evidence (e.g., Anning et al, 2004;Newman & Woodrow, 2015).…”

Section: Co-construction As Praxeology In the Early Yearsmentioning

confidence: 99%

“…While autistic children's voices are beginning to be gathered and contribute to our understanding of their experiences, the voices represented are frequently from older, and more articulate children and young people (Fayette & Bond, 2018). Combine all these influences with the low status typically accorded to early childhood practitioners, and the limited opportunities for professional learning in the early years' workforce (Newman & Leggett, 2019), and there is an undeniable confluence of multiple strands of marginalisation in early years autism education research that needs to be challenged. Praxeological Framework for high quality close-to-practice research Figure 1.…”

Section: The Need For a Praxeological Turn In Autism Education Researmentioning

confidence: 99%

“…It has acknowledged and validated that we are important practitioners in our own right and do not need a "teacher" to tell us what to do, we can find out and complete research with the right partners. Pascal and Bertram (2012) are clear about the social justice positioning of taking a praxeological approach; there needs to be clear intent to make a difference for children and families (also Newman & Leggett, 2019). Similarly, Tomlinson and De Ruysscher (2020) argued that in taking a dialogical, co-constructed approach to research " .…”

Section: Reflection and Action In Conjunction With Othersmentioning

confidence: 99%

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Digital stories for transition: co-constructing an evidence base in the early years with autistic children, families and practitioners

Parsons

Kovshoff

Ivil³

2020

Educational Review

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Concerns have been raised about the quality of practice-focused research in education generally and in early years education specifically. Chris Pascal and Tony Bertram argue that a shift in worldview is needed to improve the robustness and overall quality of participatory research in the early years and proposed a "praxeological framework" for research comprising praxis, power, values, and methodology. This paper provides an example of how this praxeological framework was applied within an existing research-practice partnership focusing on autism education in the early years. We used a "non-orthodox" Digital Storytelling methodology to coconstruct knowledge between researchers, practitioners, children and families about educational transitions. Our co-construction of knowledge involved the embodied knowledge of children and the exemplary (practical) knowledge of families and practitioners, leading to new insights into educational practices. In adopting a knowledge co-creation approach from the start, we established a powerful pathway to impact through which our research is already making a difference to practice. We propose that pathway to impact is an important element that could be made more explicit within a praxeological framing of research.

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Section: Discussionmentioning

confidence: 99%

Section: Co-construction As Praxeology In the Early Yearsmentioning

confidence: 99%

Section: The Need For a Praxeological Turn In Autism Education Researmentioning

confidence: 99%

Section: Reflection and Action In Conjunction With Othersmentioning

confidence: 99%

See 2 more Smart Citations

Digital stories for transition: co-constructing an evidence base in the early years with autistic children, families and practitioners

Parsons

Kovshoff

Ivil³

2020

Educational Review

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“…UCET 2019) emphasise the importance of teachers engaging in enquiry-oriented practice so they can use research to 'investigate what is working well and what isn't fully effective in their own practice' (BERA-RSA 2014, 18). This is difficult because teachers work in contexts where standardisation limits their autonomy (Mockler and Casey 2015) but teacher-driven approaches to research can provide a way to reclaim teacher knowledge (Newman and Leggett 2019). This article explores how teacher-driven approaches could be embedded in professional practice using evidence from a project with nine Primary School teachers of Religious Education (RE) engaged in practitioner research (PR).…”

Section: Introductionmentioning

confidence: 99%

Sustaining teacher engagement in practitioner research

Salter

Tett

2021

Journal of Education for Teaching

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This study of nine Primary School teachers of Religious Education (RE) analyses the benefits of their engagement in practitioner research (PR) and shows how that engagement can be sustained. We demonstrate the importance of enhancing the social dimension of learning through forming a community-of-practice (CoP) that enables participants to gain confidence and engage in democratic dialogue. The CoP in our project was sustained because teachers built trust with each other, were willing to talk openly about their practices and, through their common commitment to RE, contributed to the knowledge base of teaching. We conclude that engaging teachers in PR can create positive changes for schools because knowledge, interrogated by critical reflection, will be rooted in teachers' professional understanding of the processes of teaching and learning. Further, that communities-of-practice, as social learning environments, assist in sustaining teachers' engagement in PR by creating opportunities for teachers' collaborative critical reflection on their taken-for-granted professional practices.

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