Professional identity creation: examining the development of beginning preservice teachers¿ understanding of their work as teachers

This action research is targeted at academic researchers who facilitate the construction of communities of enquiry in school–university partnerships and are interested in understanding the process of such an enterprise as well as the knowledge constructed within such communities. Our action research study provides a possible road map for such a project, indicating the interrelationships between teachers’ changing conceptions of knowledge, their emerging views of collegiality and their transforming sense of identity. It reflects patterns that emerged as we created a ‘big picture’ of the change process in which the relationships among these constructs are dynamic and mutually influential. This study offers implications for studying communities of enquiry as mechanisms for knowledge construction. Most importantly, it requires that researchers construct a relationship of mutuality between the teachers’ research and their own action research. Such a relationship will enable them to understand the teachers’ dif...

Knowledge construction in a teachers' community of enquiry: a possible road map

A study of the partnership between schools and universities to improve science and mathematics education in Indonesia

The desirability of teacher engagement with research has been made apparent by several recent secretaries of state and encouraged through legislation and some support mechanisms intended to encourage practitioner-led investigations. Yet it is still regarded as exceptional, rather than the norm, when teachers become involved in formal research processes. In this article Amanda Watkins examines the factors which might encourage teachers to become more involved in research, discussing their motivations, the support required and the advantages which they perceive as emanating from classroom inquiry. Having conducted her own classroom-based research she suggests that there is a clear case for promoting practitioner inquiry, but that there remains a need to examine the conditions which must be created in order to move this agenda forward.

So what exactly do teacher-researchers think about doing research?

This doctoral thesis looks at the phenomenon of schools as sites of research-informed practice. This is framed within the context of significant recent changes to the English school system, notably the self-improving system and the introduction of Teaching Schools. The work of John Dewey and pragmatist thinking is a highly influential strand throughout. The literature traces initiatives in England since the 1990s to promote schools as researching institutions. The relationships between research, knowledge, learning and change are addressed. A mixed methods design used surveys of teachers at eight secondary schools in England; five schools were chosen for follow-up interviews, covering four stages of development. This research has three research questions: 1) What are the features of a research-engaged school? 2) How can research–engaged schools develop educational practice? 3) How can school researching cultures develop over time? The first phase of the research maps out patterns of research development in eight secondary schools and the characteristics of the practitioners’ views and motivations in relation to research engagement. In the second phase of the research, the development of research engagement at five schools was described through an Activity Theory lens. Schools were analysed as activity systems in which learning and development is driven by cultural and historical contradictions. Findings showed that the case study schools had researching cultures at four stages of development but that each context let to unique ways in which research engagement was enacted. Teachers in the case schools had highly nuanced views about what counted as high quality research. Research engaged schools employed a discourse of research to increase the quality of professional dialogue and learning. Where the right structures, spaces and cultures existed to contest and challenge power relations, research activity was able to lead to changes to practice, particularly through teacher leadership. Research provided tools that were able to leverage school development. Development through spirals of change is proposed in which research engagement characteristics combine with changes to the professional learning culture in a dialectic relationship of growth. The extent to which expansive organisational growth occurred partly depended on how much external accountability dominated. The implications for teachers, leaders and policy makers are discussed and possibilities for future research suggested.

Exploring Cultures of Research Engagement at Eight English Secondary Schools

This article is a contribution to an ongoing debate in the United Kingdom about the value and impact of educational research. Specifically it focuses upon educational research carried out by teachers in school when they work in a partnership relationship with university-based researchers from a School of Education. The occupational culture of each of these professional groups differs, and the likelihood within a partnership for difference to be magnified and for misunderstanding and tension to arise are manifold. In attempting to explain how educational research is viewed from the perspective of each other's occupational culture, the hope is that greater understanding will give rise to partnerships that prove fruitful for both teacher researchers in school and for professional researchers from Higher Education.

Educational Research Partnership: Differences and Tensions at the Interface between the Professional Cultures of Practitioners in Schools and Researchers in Higher Education.

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Educational Research Partnership: Differences and Tensions at the Interface between the Professional Cultures of Practitioners in Schools and Researchers in Higher Education.