Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning

Article


Peel, Karen L.. 2021. "Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning." Journal of Education for Teaching. 47 (2), pp. 201-219. https://doi.org/10.1080/02607476.2020.1855061
Article Title

Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning

ERA Journal ID20744
Article CategoryArticle
Authors
AuthorPeel, Karen L.
Journal TitleJournal of Education for Teaching
Journal Citation47 (2), pp. 201-219
Number of Pages19
Year2021
Place of PublicationUnited Kingdom
ISSN0260-7476
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.

KeywordsAppreciative inquiry; primary–secondary school transition years; professional development; professional learning; researcher-teacher collaboration; teaching roles of teachers
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
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Byline AffiliationsSchool of Education
Institution of OriginUniversity of Southern Queensland
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