Title: Understanding Practice Research and Research Practice
1Understanding Practice Research and Research
Practice
- Refining Research Practice from Practice Research
2Practice (30/6/08)
- The doing
- There is know-how
- (There is also know-what, and know-why)
- There is know-what of know-how content,
processes, steps articulated - There is know-how of know-how practised actions
that deliver the done activity and an embodied
knowledge that is more than can be articulated
(the know-what of the know-how steps articulated
although we can build vocabulary to develop
articulation) sometimes called artistry - There is know-why of know-how the purpose of the
action efficacy and match of action to purpose
teleological nexus of Herons axiology criterion - The theory-practice interchange any good theory
is eminently practical (Lewin) not much point
of theory that is not practical (pragmatist
view) good theory helps a practitioner make
proper connections between what they are doing
and outcomes, there is a connection
logical/rational, causal, congruent
3Research (1/7/08)
- Some definitions what the literature reports
- Refer to item on Inquiry for Practitioner
4Practice research (19/7/08)
- Refer to what literature tells
- Schon examination of practice of experts gt
concept of reflective practice - AS examination of theory/practice divide gt
theory-in-use, espoused-theory Model I and Model
II wicked problems learning organisation - Erickson general theory of expertise
- Artistry in expertise
- Implications for practice education
- Novice, Apprentice, Master, Expert
- Consider what I think I know/ can articulate
- Being shown mimicry
- Doing once, twice, three times where possible
getting feedback - Writing up process steps/ consulting with other
practitioners - If appropriate being told the theory the cause
and effect the model the understanding
learning the vocabulary to talk about, to think
about - Teaching others testing process steps against
own doing and how can tell others to do
5Research Practice (1/7/08)
- Paradigms
- Methods
- Different approaches developed in different
disciplines - Beginning to be open to thinking more about
research itself and its processes describing,
categorising, theorising, comparing and
contrasting, synthesising, generalising from the
particulars, particularising from the
generalities - Anything generic? (I think there is AR and by
definition but it is so embedded that
practitioners can barely see it and need to work
with the reflexive, by reflective and dialogic
processes, to unearth it the second-order work)
6How practice research -gt knowledge about research
practice
- An element of practice is inquiry
- Researching practice will involve examining
inquiry process (researching research) - Research itself is a practice
- Developing research knowledge is going to involve
self-study - Whiteheads BERA Practitioner-Researcher list
pointers to Polanyi and Popper, and about
subjective/objective divide - Ie starting with the second order/level aspect??
7What literature suggests about practice research
(30/6/08)
- Kressel and practice relevant research
- Schon and practice being a form of research
- Argyris Schon and theory and practice and
espoused-theory and in-use-theory - Heron and practice at the apex
- Toulmin (practical philosophy) and practice
researchs constraints timeliness, specificity,
contextual (local) - Others
8How practice research -gt knowledge about research
practice
- Watching practice in early stages by reflective
notes - Preparing for practice by writing work
9My Practice Research/Research Practice
10What have I learned from my observed research
practice 1999-2008 (1/7/08)
- Practice Improvement During MDR 1996-1998
- mechanisms to capture data in complex
contemporaneous interchanges, in a practical
context, in a practical way
11What have I learned from my observed research
practice 1999-2008 (1 8/7/08)
- Role play in MDR CPE 1998-2000,2006-7/8(writing)
- Being in role mobilises unarticulated knowledge
to display/enact it to others others are then
able to observe and give feedback others moving
into role of inquirer can help role player
articulate and/or display more of knowledge of
another party by empathy, reflexivity and mapping
projections of congruence to behaviour observed
to date - Being in role allows player to learn to become
observer of self
12What have I learned from my observed research
practice 1999-2008 (1 8/7/08)
- Research thesis 1999-2005
- More detail of description, and analysis via
literature -gt awareness of arena in which I am
operating - Empirical, analytical, now focused on
interpersonal interactions - Being intentional in deciding to record as well
as having some focus in recording, while still
collecting apparent noise - contextual material
for later analysis for the emergent
13What have I learned from my observed research
practice 1999-2008 (1/7/08)
- M.Ed UTS 1999-2004
- Clarity about research paradigms
- Application of RROP to different tasks over
course drawing on experience writing about
experience drawing on literature writing about
literature integrating experience and
literature undertaking experiments especially in
online environment with other practitioners
14What have I learned from my observed research
practice 1999-2008 (1/7/08)
- TappedIn 2001-
- Experimenting with interpersonal interactions
- Transcript data contemporaneous reflective work
15What have I learned from my observed research
practice 1999-2008 (1/7/08)
- Cultureshift 2001-2006
- Use of contemporaneous reflective work to work on
practice - Operation in a higher level of practice knowledge
and operations than TI - Access to other aware practitioners to ask about
practice
16What have I learned from my observed research
practice 1999-2008 (1/7/08)
- Tutoring EDUT422 Helping write thesis
- Cycling over process for small scale operation
amongst different students, over a short period - Evaluating others work identifying significant
things missing, articulating what is needed and
why, and how to express that distance to go
back and evaluate my own writing
17What have I learned from my observed research
practice 1999-2008 (1/7/08)
- EDUT422 Reflective work 2002-2006
- Course design/ redesign
- Collegial discussions
- Reflections on teaching
- Opening practice to students
- Opening practice to peers
- Working in the same area with others being
mentored mentoring
18What have I learned from my observed research
practice 1999-2008 (1/7/08)
- Working with Individuals 2000-1, 2002, 2006-8
- Research peers too focused on own work
cognitive overload (both ways?) to be open to
learning, to any shift - Individual work versus group work
- Becoming responsive
- Some work on trying intentionality after
listening, contemporaneous reflective work, but
still in an informal, uncertain ongoing
relationship context, and with real live practice
in between sessions - Nature and power and process of reciprocity
19What have I learned from my observed research
practice 1999-2008 (1/7/08)
- Academici 2005-7
- Nature and level of other interest
- Drafting captured data
- Reflective work about process
- Impact of platform changes, and loss of audience
- Recognition of impact of other-life on
intellectual development seasons of intensity
and seasons of fallow
20What have I learned from my observed research
practice 1999-2008 (1/7/08)
- ALARA 2006-
- Context amongst peer practitioners, they in
other-context practice, me in interchanges with
them about practice, and a lesser level of
intensity of other-context practice - Process of engagement and immersion and
commitment to internalities - Limitations of others involvement limiting
personal growth at the moment
21What have I learned from my observed research
practice 1999-2008 (1/7/08)
- CPS Reflective work 2006-2008
- Testing data collection in practice
- Learning to give more immediate feedback
- Post event analysis and writing and interacting
with CPS literature - Collaborating with another practitioner in
writing preparations - Valuing role play and video work for this level
of practice learning
22What have I learned from my observed research
practice 1999-2008 (1/7/08)
- EDGZ921Reflective work 2007-2008
- Working on writing
- Working with practice narratives
- Working on evaluation and giving formative
feedback - Working on collaboration with peers
- Valuing and articulating the value of working
with practice narrative to examine practice by
self-study and triangulated with
literature/research knowledge and other
practitioner knowledge, once the practitioner has
been primed to look for certain things ie
developing the foreground, and the frame
23What have I learned from my observed research
practice 1999-2008 (18/7/08)
- Peer review for JRP and ALARJ 2007-
- Recognising good better best writing, and poor
argument construction/ structuring - Giving formative feedback to improve writing
but in the teacher mode this is what I know,
can you consider how (power of marker role and
whatever) - Not yet moved to the questioning critical friend
role (socratic questioning) no context for
that have offered once because the alternative
process was becoming hypercritical, and
recognised as directive when having an inquiry
context collecting more data before advising
using questions to help author/s think again, etc
appeared to be warranted, and where I could be
more responsive than directive (offer not taken
up) - See also EDGZ921 formative feedback
24What have I learned from my observed research
practice 1999-2008 (1/7/08)
- NI Conf 2008
- Collaborating for presentation
- Joint and separate work
- Conference presentation and paper preparation
- Post conference engagements
- Working at sharing my dogmatism at times with
Meeta and Heather my asking of significant
questions my asking about focus and strategy
25What have I learned from my observed research
practice 1999-2008 (18/7/08)
- Preparing this material and reviewing the other
(Reflexive Second-Order work) - Review and critique thesis articulation
- Current nature of openness to new
- Current nature of perception of the second-order,
and not always finding it when looking for it
have seen it and occasionally given that
feedback sometimes that is recognised, sometimes
not
26what is most significant of all this practice?
- What is most significant of all this practice
the grounded theory principle constant
comparison and - what things become foregrounded and framed (frame
measuring instrument)
27Others Practice Research/Research Practice
28What evidence do I have of what I have taught
others (1/7/08)
- Gwenda, Peggy, Madge, Margaret MacC, Margaret
McM self-awareness progress issues complexity
progress practice articulation progress - Feedback from EDUT422 students, and staff
- Feedback from EDGZ921 students and staff
- Feedback from CPS students and staff
- Feedback from Cultureshift, ALARA, Academici, TI
participants
29Individuals professional experience
Final Report