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Understanding Practice Research and Research Practice

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Understanding Practice Research and Research Practice Refining Research Practice from Practice Research – PowerPoint PPT presentation

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Title: Understanding Practice Research and Research Practice


1
Understanding Practice Research and Research
Practice
  • Refining Research Practice from Practice Research

2
Practice (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

3
Research (1/7/08)
  • Some definitions what the literature reports
  • Refer to item on Inquiry for Practitioner

4
Practice 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

5
Research 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)

6
How 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??

7
What 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

8
How practice research -gt knowledge about research
practice
  • Watching practice in early stages by reflective
    notes
  • Preparing for practice by writing work

9
My Practice Research/Research Practice
10
What 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

11
What 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

12
What 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

13
What 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

14
What have I learned from my observed research
practice 1999-2008 (1/7/08)
  • TappedIn 2001-
  • Experimenting with interpersonal interactions
  • Transcript data contemporaneous reflective work

15
What 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

16
What 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

17
What 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

18
What 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

19
What 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

20
What 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

21
What 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

22
What 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

23
What 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

24
What 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

25
What 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

26
what 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)

27
Others Practice Research/Research Practice
28
What 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

29
Individuals professional experience
Final Report
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