Exploring the notion of teacher feedback literacies through the theory of practice architectures

2021 ◽  
pp. 1-13
Author(s):  
Joanna Tai ◽  
Margaret Bearman ◽  
Karen Gravett ◽  
Elizabeth Molloy
Keyword(s):  
Teacher Feedback ◽  
Theory Of Practice ◽  
Practice Architectures

The relational work of international teachers: A case study of a Sino-foreign school

2019 ◽  
Vol 3 (2) ◽  
pp. 127-144 ◽  
Author(s):  
Alex Kostogriz ◽  
Gary Bonar
Keyword(s):  
Rapid Expansion ◽  
Teacher Mobility ◽  
International Teachers ◽  
Theory Of Practice ◽  
Relational Work ◽  
Practice Architectures ◽  
English Speaking ◽  
Linguistic Challenges ◽  
International Teacher

Abstract In the context of a rapid expansion of 'internationalized' schools around the world, and the subsequent demands for a teaching workforce, teachers are increasingly on the move. It is, however, no longer sufficient to represent international teacher mobility merely as a movement of predominantly English-speaking teachers who can deliver American, British, Canadian or Australian curricula. The increase in schools that offer bilingual and dual curricula has resulted in the mobility of local teachers who work alongside English-speaking ones. Although these schools are attractive to many international and local teachers, they also present certain professional, cultural and linguistic challenges. Drawing on the theory of practice architectures, this article identifies and discusses the relational tensions between foreign and local teachers as they grapple to build a new professional culture of collaboration ‐ one that demands the transformation of dispositions, professional knowledge, actions and judgements to 'fit in' to the internationalized school.

Using the Theory of Practice Architectures to Explore VET in Schools Teachers’ Pedagogy

2016 ◽  
pp. 121-138 ◽  
Author(s):  
Annette Green ◽  
Roslin Brennan Kemmis ◽  
Sarojni Choy ◽  
Ingrid Henning Loeb
Keyword(s):  
Theory Of Practice ◽  
Practice Architectures

“That’s your right as a human isn’t it?” The emergence and development of leading as a socially-just practice in early childhood education

2020 ◽  
Vol 45 (4) ◽  
pp. 295-308
Author(s):  
Leanne Gibbs
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Children's Rights ◽  
Children’S Rights ◽  
High Quality ◽  
Complexity Leadership ◽  
Childhood Education ◽  
High Quality Education ◽  
Theory Of Practice ◽  
Practice Architectures

This article reports on an Australian study of the emergence and development of leadership that supports children’s rights and their access to high-quality early childhood education (ECE). The qualitative study contributes to a growing body of research on ECE leadership practice; specifically, the area of site-based leadership cultivation and development. Complexity leadership theory was used to situate leadership within the Australian ECE context; accounting for the competing purposes of high-quality education programs and for the complex array of practices required for leadership to be effective. Additionally, the theory of practice architectures was employed as an analytical tool. The theory of practice architectures helped to identify socially-just leadership practices that uphold children’s rights, and to understand the organisational arrangements that enabled and constrained those practices within each site. Study findings illuminate how leadership can be cultivated and developed in ECE. As a result of the study, organisations are encouraged to create the cultural-discursive, material-economic and social-political arrangements that shape leadership within ECE sites. The paper argues for the development of ECE leadership as a socially-just practice, that upholds the rights of children and their access to high-quality early childhood education.

scholarly journals Making writing practices visible and sustainable in the engineering curriculum: a practice architectures theory analysis

2018 ◽  
Author(s):  
Rosalie Goldsmith ◽  
Keith Willey
Keyword(s):  
Case Studies ◽  
Writing Skills ◽  
Engineering Practice ◽  
Engineering Curriculum ◽  
Theory Analysis ◽  
Engineering Studies ◽  
Theory Of Practice ◽  
Writing Practices ◽  
Engineering Degree ◽  
Practice Architectures

Engineering practice requires engineers who have strong spoken and written communication skills, but the development of these skills, notably writing practices, is often invisible in the engineering curriculum, and rarely embedded. Decades of reviews of engineering education have identified the gap between the engineering curriculum and engineering practice, such as engineering graduates’ level of writing skills being inadequate for the workplace. This paper draws on research from a qualitative study which investigates the perspectives of engineering educators about writing practices in the engineering curriculum, utilizing the theory of practice architectures as a theoretical and methodological lens. Using examples from the case studies, we explore some constraints of the development of writing practices in the engineering curriculum. We then focus on case studies where the development of writing practices is enabled within a subject, across a sequence of subjects and throughout an engineering degree program, and identify elements that contribute to these practices. Our findings suggest that the development of writing practices can be integrated into engineering studies, but certain pre-conditions are required.

scholarly journals How is Brilliance Enacted in Professional Practices? Insights from the Theory of Practice Architectures

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nick Hopwood ◽  
Ann Dadich ◽  
Chris Elliot ◽  
Kady Moraby
Keyword(s):  
Problem Solving ◽  
Video Recording ◽  
Professional Practices ◽  
Ethnographic Methods ◽  
Professional Work ◽  
Theory Of Practice ◽  
Practice Architectures ◽  
Working Together

Brilliance has been overlooked in studies of professional work. This study aimed to understand how brilliant practices are made possible and enacted in a multidisciplinary paediatric feeding clinic, where professionals from different disciplines work together and with parents and carers of children. The existing literature has thematically described brilliance but not theorised how it is accomplished and enabled. Using video reflexive ethnographic methods, the study involved the video-recording of 17 appointments and two reflexive discussions with the participating professionals, who selected and reviewed five episodes exemplifying brilliant care. These were analysed through three themes: carer-friendly and carer-oriented practice; ways of working together; and problem-solving in actu (in the very act of doing). Using the theory of practice architectures, we explored brilliant practices as complexes of sayings, doings, and relatings, identifying the arrangements that enabled those practices and the forms of praxis involved.

scholarly journals Actions and practice architectures for realising sustainable development by restructuring school organisations

2020 ◽  
Vol 3 (2) ◽  
pp. 69-88
Author(s):  
Anette Forssten Seiser ◽  
Ulf Blossing
Keyword(s):  
Sustainable Development ◽  
School Improvement ◽  
Professional Learning ◽  
Distributed Leadership ◽  
Analytic Tool ◽  
Follow Up Study ◽  
Theory Of Practice ◽  
Practice Architectures ◽  
School Organisation

Sustainability is increasingly being understood as vital for school improvement. The objective of this study is to expand our knowledge of practice architectures that enable and constrain the realisation of sustainable development by restructuring school organisations to facilitate professional learning. In this follow-up study, we return to one of the three municipalities that were involved in an earlier project from 2009 to 2011. The theory of practice architectures is used as an analytic tool to identify and analyse actions that have an impact on the municipality’s efforts to realise sustainable school improvement. The results reveal dissimilarities between the investigated municipality’s school organisation and the preschool organisation. In the case of the school organisation, the dominating practice architectures disrupt the realisation of sustainable development, while in the case of the preschool organisation they are continuous and foster the same. One disruptive practice architecture in the school organisation is the idea of the autonomous principal, which disturbs the progression of a distributed leadership. In the preschool organisation, the superintendents are crucial for facilitating participation in professional learning.

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