Mapping the field of practitioner research, inquiry and professional learning in educational contexts: A review

2013 ◽  
pp. 24-39
Keyword(s):  
Professional Learning ◽  
Practitioner Research

scholarly journals Advancing Knowledge Creation in Education Through Tripartite Partnerships

2021 ◽  
Vol 47 (4) ◽  
Author(s):  
Sharon Friesen ◽  
Barbara Brown
Keyword(s):  
Novice Teachers ◽  
Professional Learning ◽  
Knowledge Creation ◽  
Research University ◽  
Knowledge Building ◽  
Practitioner Research ◽  
Provincial Government ◽  
Collective Knowledge ◽  
School Division

The purpose of this paper is to highlight the work of one tripartite partnership with stakeholders to improve and strengthen novice teachers’ pedagogical designs using design based professional learning guided by the principles of knowledge building/knowledge creation. The tripartite partnership involved 450 novice teachers from an urban school division, a practitioner-research university team, and the provincial government. Drawing upon one case, this paper analyzes the ways in which the design-based professional learning mirrored the knowledge building/knowledge creation processes highlighting the ways in which teachers worked in collaborative, collective, and connected ways to progressively improve pedagogical designs for collective knowledge building. Computer supported, networked digital technologies provided a community to develop an audit trail to keep track of progressive improvements and refinements to their pedagogical designs and to support, enable, and enhance knowledge building discourse. Design-based professional learning informed by the 12 principles of knowledge building/knowledge creation provided novice teachers with a process to work collectively as a community, progressively improving and refining their pedagogical designs, identifying the role of their pedagogical designs in their students’ work, and engaging with other teachers in their respective schools.

scholarly journals Practitioner Action Research for Studying Higher Education and Improving the Quality of Teaching

2010 ◽  
Author(s):  
Tony Harland
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Historical Context ◽  
Practitioner Research ◽  
University Teaching ◽  
Quality Of Teaching ◽  
Teaching Community ◽  
Working Practices ◽  
University Lecturers

There is increasing interest in the quality of university teaching and how academics learn to be teachers. This paper examines the idea of empowering academics as researchers of their own teaching practices so they not only learn about that practice, but also make a commitment to knowledge for the wider teaching community and contribute to the theories of higher education. The arguments draw on the historical context of influences on professional learning and what can be understood from the changing conceptions of working practices in our universities. The paper concludes with some reflections on the current Malaysian situation where the idea of practitioner research for university lecturers is currently being explored.  

Mechanisms enabling knowledge production in learning study

2019 ◽  
Vol 9 (1) ◽  
pp. 78-91 ◽  
Author(s):  
Angelika Kullberg ◽  
Anna Vikström ◽  
Ulla Runesson
Keyword(s):  
Professional Learning ◽  
Research Question ◽  
School Context ◽  
Practitioner Research ◽  
Local Context ◽  
Variation Theory ◽  
Public Knowledge ◽  
Learning Study ◽  
Content Type ◽  
Enhance Student Learning

Purpose The purpose of this paper is to add to the discussion about practitioner research in schools – by addressing mechanisms and systematic strategies based on theory in a research model, which enables the creation of knowledge products that enhance student learning and are sharable between teachers. Design/methodology/approach The research question is the following: Can a specific form of teachers’ research produce practice-based knowledge relevant beyond the borders of the local school context? This question is addressed through empirical examples from previously published papers on learning studies in natural sciences, mathematics and language. Findings This paper promotes the view that teachers in learning studies can create practical public knowledge relevant beyond their local context. The authors suggest that learning studies and variation theory can offer teachers mechanisms to create such public knowledge. Originality/value The paper proposes that teachers’ collaboration in professional learning communities, as in a learning study, not only has the capacity to increase students’ and teachers’ learning, but it can also be used to create practical public knowledge.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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