Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning
Article
Article Title | Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning |
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ERA Journal ID | 20744 |
Article Category | Article |
Authors | |
Author | Peel, Karen L. |
Journal Title | Journal of Education for Teaching |
Journal Citation | 47 (2), pp. 201-219 |
Number of Pages | 19 |
Year | 2021 |
Place of Publication | United Kingdom |
ISSN | 0260-7476 |
1360-0540 | |
Digital Object Identifier (DOI) | https://doi.org/10.1080/02607476.2020.1855061 |
Web Address (URL) | https://www.tandfonline.com/doi/epdf/10.1080/02607476.2020.1855061?needAccess=true&role=button |
Abstract | The role of educational research, and schools’ and teachers’ engagement in and with research, changes when it is viewed as a form of professional development. The study presented in this paper intended to explore teachers’ practices for designing learning, instructing students and managing classrooms in the context of the primary–secondary school transition years, from Years 5–9 in Australia. Qualitative data were collected through semi-structured interviews with eight teacher participants who were asked to reflect on their everyday practices. This research contributes to the understanding of the multiple teaching roles of teachers for supporting students’ learning, and it highlights the potential for professional learning associated with researcher-teacher collaborations. The Appreciative Inquiry approach adopted for the research established a professional learning culture within a safe and authentic environment that respected the teachers’ knowledge and experience. Professional dialogue through productive and respectful collaborations generated new insights for transformative practice. |
Keywords | Appreciative inquiry; primary–secondary school transition years; professional development; professional learning; researcher-teacher collaboration; teaching roles of teachers |
ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | School of Education |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q612z/professional-dialogue-in-researcher-teacher-collaborations-exploring-practices-for-effective-student-learning
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