Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning

Peel, Karen L. ORCID: https://orcid.org/0000-0003-1626-9525 (2021) Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning. Journal of Education for Teaching, 47 (2). pp. 201-219. ISSN 0260-7476


Abstract

The role of educational research, and schools’ and teachers’ engagement in and with research, changes when it is viewed as a form of professional development. The study presented in this paper intended to explore teachers’ practices for designing learning, instructing students and managing classrooms in the context of the primary–secondary school transition years, from Years 5–9 in Australia. Qualitative data were collected through semi-structured interviews with eight teacher participants who were asked to reflect on their everyday practices. This research contributes to the understanding of the multiple teaching roles of teachers for supporting students’ learning, and it highlights the potential for professional learning associated with researcher-teacher collaborations. The Appreciative Inquiry approach adopted for the research established a professional learning culture within a safe and authentic environment that respected the teachers’ knowledge and experience. Professional dialogue through productive and respectful collaborations generated new insights for transformative practice.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 25 Jan 2021 06:18
Last Modified: 27 Apr 2021 02:05
Uncontrolled Keywords: Appreciative inquiry; primary–secondary school transition years; professional development; professional learning; researcher-teacher collaboration; teaching roles of teachers
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
Identification Number or DOI: https://doi.org/10.1080/02607476.2020.1855061
URI: http://eprints.usq.edu.au/id/eprint/40618

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