A Productive Relationship? Testing the Connections between Professional Learning and Practitioner Research

Autor/inn/en	Reeves, Jenny; Drew, Valerie
Titel	A Productive Relationship? Testing the Connections between Professional Learning and Practitioner Research
Quelle	In: Scottish Educational Review, 45 (2013) 2, S.36-49 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-9072
Schlagwörter	Professional Development; Teacher Education; Foreign Countries; Teacher Education Programs; School Effectiveness; Educational Improvement; Teaching Methods; Outcomes of Education; Curriculum Development; Lifelong Learning; Workplace Learning; Professional Continuing Education; Organizational Development; Participatory Research; Action Research; Social Action; Teacher Collaboration; Inquiry; College School Cooperation; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Ausland; Schuleffizienz; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Life-long learning; Lebenslanges Lernen; Berufsfeldbezogener Unterricht; Weiterbildung; Organisationsentwicklung; Forschungstätigkeit; Projektforschung; Soziales Handeln; Lehrerkooperation
Abstract	This article is written in response to a recent report on a review of teacher education in Scotland undertaken by Graham Donaldson (2011). In particular it questions the recommendation that engaging teachers in professional enquiry and research-informed teaching is the way forward for developing the professional capabilities required of "21st Century teachers". The report reflects an increasing emphasis in the literature on school effectiveness and improvement of the need to further teachers' professional learning and a pedagogic pressure for them to adopt constructivist approaches to teaching that are based on research evidence about how children and young people learn best. Practitioner research is seen by policy makers as an important strategy for achieving these objectives. This article, based on a series of empirical studies, sets out to identify some of the issues revealed by the attempt to use practitioner research as a vehicle for affecting classroom practice within the context of a policy initiative to support the development of accomplished teaching. It argues that, if such a strategy is to be effective, it is important to conceive of it in systemic terms and to confront the challenges involved in developing the sets of networked relations that will be essential if such a strategy is to prove worthwhile. (As Provided).
Anmerkungen	Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail: ser@stir.ac.uk; Website: http://www.scotedreview.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01