Exploring Practice-Research Networks for Critical Professional Learning

Autor/inn/en	Appleby, Yvon; Hillier, Yvonne
Titel	Exploring Practice-Research Networks for Critical Professional Learning
Quelle	In: Studies in Continuing Education, 34 (2012) 1, S.31-43 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2011.613374
Schlagwörter	Educational Research; Action Research; Adult Education; Foreign Countries; Professional Development; Networks; Higher Education; Professional Continuing Education; Research and Development; Theory Practice Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Projektforschung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsfeldbezogener Unterricht; Weiterbildung; Forschung und Entwicklung; Theorie-Praxis-Beziehung
Abstract	This paper discusses the contribution that practice-research networks can make to support critical professional development in the Learning and Skills sector in England. By practice-research networks we mean groups or networks which maintain a connection between research and professional practice. These networks stem from the philosophy of practitioner and action research in education. We use two examples both from higher and further education in England where continuing professional development has become a mandatory requirement for teachers in the Further Education (FE) sector. Our examples suggest that critical professional development can occur and although we are able to begin to identify some of the ways that these networks operate it is less clear which appropriate theories should support our work. The second part of the paper therefore explores some theoretical perspectives that focus on networks operating as systems. We discuss Actor Network Theory and Activity Theory which show how networks are populated by individuals with agency and suggest that a helpful way to contextualise the benefits of networks is provided by the concept of expansive learning providing a different understanding of how professional learning and development take place. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10