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Researching partnership and/or research partnerships

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and/or research partnerships Dr d Reen Struthers Why research partnership? The positioning of partnership personnel Praxis to bridge theory-practice divide The ... – PowerPoint PPT presentation

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Title: Researching partnership and/or research partnerships


1
Researching partnershipand/or research
partnerships
  • Dr dReen Struthers

2
Why 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

3
My 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)

4
Learning 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
5
The legitimisation of knowledge
  • Whose knowledge?
  • The positioning of different forms of knowledge..
    And how accessible?
  • But from different sources.

6
The 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?

7
Practitioner Research and University Culture
Dimensions Cochran-Smith Lytle (2009)
Inquiry as stance Practitioner Research for the
next generation.
8
Insider-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)

9
Continuum 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

10
Responding to an invitation
  • transitions

11
To 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?

12
Coaching 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

13
Boundary 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)
14
Teacher 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..

15
Looking more closely peeling the layers back
Lots of different ways of seeing.
16
Yet as we share the gaze
Are these two sharing the same thoughts and
motivations about this possible purchase?
17
Sharing 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.

18
Communities 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

19
The 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

20
Discussion
  • 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?

21
Bibliography
  • 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.

22
Bibliography 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

24
Contact Details
  • Dr dReen Struthers
  • d.struthers_at_roehampton.ac.uk
  • Also Research Publications - APTE
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