Sustaining teacher engagement in practitioner research
Bibliographic Data
| ID | 21494545 |
|---|---|
| Authors | Emma Salter (0000-0003-1409-4178, University of Huddersfield), Lyn Tett (0000-0003-0504-2552, University of Huddersfield, corresponding author) |
| Year | 2022 |
| Volume | 48 |
| Issue | 3 |
| Pages | 287-299 |
| Publication date | 2022-05-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2021.1959267 |
| OpenAlex | W3183824477 |
| Language | EN |
| Citations received | 6 |
| References cited | 23 |
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
Community engagement · Community of practice · Critical reflection · Democracy · Educational leadership · Faculty Development · Pedagogy · Political science · Professional development · Professional learning community · Public relations · Reflective Practice · Sociology · Teacher education · Teacher Leadership · Educator Training and Historical Pedagogy · Psychology · Religious Education and Schools · Teacher Education and Leadership Studies
New writing communities
Exploring practitioner inquiry among health and physical education teachers
Preparing pre-service physical education teachers as practitioner researchers
Towards a model for success
Understanding and improving teachers’ research engagement
Practice‐based educational and theatre research
Consideration of Practice Education within a Regional Teaching Partnership Employing a Communities of Practice Lens
Teachers’ conceptions of teacher-research and self-perceptions as enquiring practitioners—A longitudinal case study
The New Paradigm Wars
The relevance of practice to theory
Situated Learning
| Unique citing works | 6 |
|---|---|
| Citations per year | 3 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |