Professional dialogue in researcher-teacher collaborations
Exploring practices for effective student learning
Bibliographic Data
| ID | 21494599 |
|---|---|
| Authors | Karen Peel (0000-0003-1626-9525, University of Southern Queensland, corresponding author) |
| Year | 2021 |
| Volume | 47 |
| Issue | 2 |
| Pages | 201-219 |
| Publication date | 2021-03-15 |
| Open Access | No |
| 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 | 10.1080/02607476.2020.1855061 |
| OpenAlex | W3116896785 |
| Language | EN |
| Citations received | 2 |
| References cited | 34 |
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
Appreciative Inquiry · Faculty Development · Mathematics education · Pedagogy · Professional development · Professional learning community · Qualitative research · Sociology · Teacher education · Transformative learning · Adult and Continuing Education Topics · Education and Critical Thinking Development · Psychology · Reflective Practices in Education
Teacher pedagogical beliefs
A Dialogue
Introduction
A review of research on teacher beliefs and practices
The reflective practitioner
Those Who Understand
Effects of professional development on the quality of teaching
Reflection in a social space
From evidence‐based practice to practice‐based evidence
Using thematic analysis in psychology
Effective Reflective Practice
Teachers' work and pedagogy in an era of accountability
| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2024 (2) |
| Highly cited | No |