Drawing upon a range of practices from UK, USA, Canada, Continental Europe and Australia, this book addresses such questions as: what could practitioner inquiry look like in the initial education of teachers; does it go beyond problem based learning; and, what is the relationship between practitioner inquiry and pedagogical content knowledge.
This book is designed to make explicit the connections between Practitioner Inquiry and Teacher Professional Learning in Initial Teacher Education and Ongoing Teacher Professional Development. Drawing upon a range of practices from UK, USA, Canada, Continental Europe and Australia it addresses the following key questions: what could practitioner inquiry look like in the initial education of teachers; does it go beyond problem based learning; what kinds of scaffolds are necessary or sufficient for preparing teachers to engage in practitioner inquiry in the formation of their practice; and, what is the relationship between practitioner inquiry and pedagogical content knowledge, considering postgraduate and undergraduate concerns. It also addresses the following questions: is it possible to scale up from small local and intensive innovations to more broadly based inquiry informed courses in the context of current government policies; are there new orthodoxies in inquiry in research informed teaching of which we need to be cautious, (e.g.; Teacher research being colonised for instrumental purposes, the marketing of continuing professional development and the appropriation of pupil voice); are there matters of professional identity, both individual and communal that need to be explored; what does communication 'at the borders' look like; who translates and into what language; and, what are the prevailing socio-political contexts and what are the consequences for social policy formation at the micro/mesa/meta levels. This book brings the voices of those who work in designing teacher education courses, in both sites of university and school, and those who are principally practice-based researchers and policy makers into a conversation with each other. Importantly some of the writers included in this vital new book inhabit more than one of these worlds and the descriptions of how they successfully combine these multiple roles fills a vital gap in the literature as existing publications in the field tend to address either one or the other. In bringing them together the work will enable teacher educators, researchers and policy makers to examine and improve practice leading to enhanced teacher professional learning.
1. Introduction, Anne Campbell and Susan Groundwater-Smith 2. Mapping the field of practitioner research, inquiry and professional learning in educational contexts: a review, Anne Campbell and Olwen McNamara 3. Research informed and research informing teacher education, Bob Lingard and Peter Renshaw 4. 'Insiders' and 'outsiders' researching together to create new understandings and to shape policy and practice -- is it all possible? Pat Broadhead 5. Learning Across Boundaries: Developing Trans-professional Understanding through Practitioner Enquiry, Rob Hulme and David Cracknell 6. Postgraduate programmes as platforms: coming together and doing research for a common moral purpose, Petra Ponte 7. New Directions in Teacher Education, Kay Livingstone and Lynne Shiach 8. Academic induction for new teacher educators: forging authentic research identities through practitioner inquiry, Jean Murray 9. Teacher researchers in Scotland: what are their needs? Ian Menter and Moira Hulme 10. Making the Conditions for Learning: Praxis Inquiry and Assessment in Teacher Education, Anne Davies 11. Learning by Doing: A Year of Teacher Research, Alexandra Miletta 12. Networks of researching schools: lessons and questions from one study, Colleen McLaughlin 13. From Lesson Study to Learning Study: Side-by-Side Professional Learning in the Classroom, Nicole Mockler and Susan Groundwater-Smith 14. Learning Outside the Classroom: A Partnership with a difference, Susan Groundwater-Smith and Lynda Kelly 15. School leaders using inquiry and research, Philippa Cordingley and Kris Needham 16. Joining the dots -- connecting inquiry and professional learning, Susan Groundwater-Smith and Anne Campbell