Title: Researching partnership and/or research partnerships
1Researching partnershipand/or research
partnerships
2Why research partnership?
- The positioning of partnership personnel
- Praxis to bridge theory-practice divide
- The power relationships
- Operating at the borders
- Moving between different cultural and dialogical
contexts - Working across difference (purposes of study)
- Self-study, action research, reflexivity,
- entering a bigger conversation
3My contextual background
- PL Schools Partnership
- Managerial or pedagogical partnerships?
- Furlong, J., McNamara, D., Campbell, A., Howson,
A., Lewis, S. (2008). Partnership, policy and
politics initial teacher education in England
under New Labour. -
- Partnership models
- (related to the initial teacher education
school experiences for student teachers)
4Learning from models of partnership
HEI - led
- What could I learn from these kinds of
partnership models?
Complimentary HEI
School Complimentary
4th model the market driven model -
Collaborative school
Collaborative HEI
5The legitimisation of knowledge
- Whose knowledge?
- The positioning of different forms of knowledge..
And how accessible? - But from different sources.
6The shared questions
- What types of knowing and knowledge contribute to
my work? - In what ways and to what ends could my practice
be further informed? - What values and beliefs underpin or inform my
practice? What have I taken for granted? - How can my practice be improved?
7Practitioner Research and University Culture
Dimensions Cochran-Smith Lytle (2009)
Inquiry as stance Practitioner Research for the
next generation.
8Insider-outsider partnerships
- Speaks of the challenges and ethical aspects of
relating to outsiders when they enter others
daily spaces - Without insights from the reflective engagements
of practitioners in her research, outcomes would
have been only partially formed and the potential
for impact on personal and wider pedagogical
practice and on policy development much reduced.
- Such partnerships can change perspectives and
practice for the educators and the researcher, as
well as creating a robust platform from which
wider influences on policy and practice might
spring. - Broadhead (2010) in Connecting Inquiry and
professional Learning in Education Campbell
Groundwater-Smith (ed)
9Continuum of AR practices.???
- Research lead totally by the university
- Research lead by teachers wanting an HE award
- Research lead by teachers wanting HEI assistance
award not the motivation - Research led totally by teachers with no HEI
10Responding to an invitation
11To be an invited guest -
- Where does one sit at the table?
- Am I a partner or a collaborator?
- or merely a companion?
- Could I be a research coach or mentor?
12Coaching is
- "a process that enables learning and development
to occur and thus performance to improve. To be a
successful a Coach requires a knowledge and
understanding of process as well as the variety
of styles, skills and techniques that are
appropriate to the context in which the coaching
takes place" - Parsloe Leedham (2009) Coaching and Mentoring
Practical conversations to improve learning
13Boundary spanner
- K Zeichner 2008, 2010 Third spaces
University culture
School culture
Dialogic space of knowledge creation and shared
focus
Debates over the meaning of Third Space (e.g.
Bridging vs. integration)
14Teacher ownership
- Agency
- Authentic voice
- Co-constructing the recipe
- Working with their ingredients, in their kitchen,
within their house set in their, neighbourhood. - Yet also pondering other ingredients..
15Looking more closely peeling the layers back
Lots of different ways of seeing.
16Yet as we share the gaze
Are these two sharing the same thoughts and
motivations about this possible purchase?
17Sharing our pensieve our common spaces
- Dumbledore explains to the young Harry that the
stone basin he calls the pensieve is used to
hold excess thoughts from ones mind so that they
can be examined at leisure. - It becomes easier to spot the patterns and
links, you understand, when they are in this
form he says. - In Harry Potter and the Goblet of Fire, JK
Rowling. Cited by Elizabeth Holmes IoE writing on
teacher professional development.
18Communities of dialogue/inquiry
- ARC (Action Research Circle) meetings offer the
dialogic space for the facilitation of increasing
reflective and critical contemplation about - the literature read, the themes from our
pensieves - the actions troubled
- the obstacles of data collection
-
19The challenges for an academic partner
- To want to listen
- Remember whose agenda it is
- What form will the reciprocal invitation take? (
presupposing .) - There is always something to learn
- Ethical concerns
20Discussion
- What are the benefits for schools in having an
academic partner? - What might be the impact for the teaching
profession? - What role can professional Learning Journals
play? - What are the benefits for HEIs to having
pedagogical partnerships?
21Bibliography
- Campbell, A., Groundwater-Smith, s. (Eds.).
(2010). Connecting Inquiry and Professional
Learning in Education. London Routledge. - Cochran-Smith, M., Lytle, S. (2009). Inquiry as
Stance Practitioner Research for the Next
Generation. New York Teachers College Press - Edwards, A. (1995). Teacher Education
Partnerships in Pedagogy? Teaching and Teacher
Education, 11(6), 595-610. - Edwards, A., Mutton, T. (2007). Looking
forward rethinking professional learning through
partnership arrangements in Initial Teacher
Education. Oxford Review of Education, 33(4),
503-519. - Furlong, J., Barton, L., Miles, S., Whiting, C.,
Whitty, G. (2000). Teacher Education in
Transition Re-forming professionalism?
Buckingham Open University Press.
22Bibliography cont..
- Furlong, J., Campbell, A., Howson, A., Lewis, S.,
McNamara, O. (2006). Partnership in English
initial teacher education Changing times,
changing definitions. Evidence from the Teacher
Training Agency's National Partnership Project
Scottish Educational Review, 37, 32-45. - Furlong, J., McNamara, D., Campbell, A., Howson,
A., Lewis, S. (2008). Partnership, policy and
politics initial teacher education in England
under New Labour. Teachers and Teaching theory
and practice, 14(4), 307-318. - Gorodetsky, M., Barak, J. (2008). The
Educational-cultural edge A participative
learning environment for co-emergence of personal
and institutional growth. Teaching and Teacher
Education, 24(Jan), 1907-1918.
23- Le Cornu, R. (2008). Reconceptualising
professional experiences in pre-service teacher
education ... restructuring the past to embrace
the future. Teaching and Teacher Education, 24,
1799. - Parsloe, E., Leedham, M. (Eds.). (2009).
Coaching and Mentoring Practical conversations
to improve learning (2nd Ed). London Kogan Page. - Zeichner, K. (2010). Rethinking the connections
between Campus Courses and Field Experiences in
College- and University-based Teacher Education.
Journal of Teacher Education, 61(1-2), 89-99. - See also www.apte.org.uk/research
24Contact Details
- Dr dReen Struthers
- d.struthers_at_roehampton.ac.uk
- Also Research Publications - APTE