Seeking renewal, finding community: participatory action research in teacher education

Teacher educators' professional learning: A literature review

“…The mathematics pedagogical content knowledge refers to the mathematics knowledge specific to teaching, such as evaluating students' conjectures and anticipating unusual solution methods. This latter knowledge more closely resembles what teachers have to know and do with students in the classroom (see also Draper et al, 2011;Jacobs et al, 2011;Parr & Bulfin, 2015). Although only two research articles in the review that refer to curriculum knowledge of teacher educators may not be a strong case to illustrate what this knowledge entails, it generally involves knowledge about the teacher education program and curriculum materials used within the program.…”

“…Allard & Gallant, 2012; Auld et al, 2013;Barak et al, 2010;Braund, 2015;Castle, 2013;Davey et al, 2011;Draper et al, 2011;Fletcher & Casey, 2014;Gallagher et al, 2011;Grierson et al, 2012;Karagiorgi & Nicolaidou, 2013;Kosnik et al, 2015;Loughran, 2014;Lovin et al, 2012;McDonough & Brandenburg, 2012;Monroe, 2013;Montecinos et al, 2002;Mukeredzi, 2015;Murray, 2010;Patrizio et Baecher & Kung, 2014; Brody & Hadar, 2011Castle, 2013;Coronel et al, 2003;Dinkelman, 2011;Dye et al, 2010;Hadar & Brody, 2010Jacobs et al, 2011;J onsd ottir et al, 2015;Kosnik et al, 2015;Margolin, 2011;Poyas & Smith, 2007;Schuck et al, 2013; develop a researcher identity as teacher educators is given by Griffiths et al (2010), who described that teacher educators perceived the work in teacher education and doing research as separated.…”

Landmarks in the professional and academic development of mid-career teacher educators

“…Many examples were cited of learning through working alongside experienced researchers; the most experienced teacher educator in our sample worked with a long-standing research partner. However, examples of the kind of group collaborative project or action research noted by others (see Draper et al, 2011;Houston et al;2010) were lacking in both institutions at the time of the research, perhaps because of the barriers the teacher educators identified, such as heavy administrative and teaching loads, and in some cases, insufficient institutional support. Given a proven need for continuing professional development in this study and the strength of findings from international studies, a further strong recommendation is to ensure that collaborative projects are introduced, preferably initiated by the participants.…”

“…For example, a longitudinal study conducted by teacher educators in the USA (Draper et al, 2011) took the form of participatory action research, in which the participants investigated theories of literacy and the preparation of secondary teachers. The authors claim that the four-year study led to identity changes, improvements to professional practice as well as the development of a research community.…”

Professional Learning and Development Partnerships as a Vehicle for Teacher Empowerment in Ireland

“…Problem identification processes revealed that the most imminent challenge to their empowerment lay at the organizational level. As partnership facilitators, we are extremely cognisant we need to accept that professional learning and developmentPLD is a socially just and moral enterprise (Rahman et al, 2014) and, as such, we that they have a moral responsibility to facilitateempower teachers' empowerment of themselves and one another, to develop not only a coping intelligence (Srivastava & Tang, 2015) but also a deeper problem-solving mindset (Draper et al, 2011) to persist in the face of organisational barriers (Zuber-Skerritt, 2013). Therefore, as facilitators, we are prospectivelyat a critical juncture at the "in-design" professional learning and developmentPLD journey to critically reflect retrospectively and prospectively to inform the 'what now' with theories which acknowledge and address the organisational complexities which the teachers' are embracing and tackling.…”