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| 2. |
- Edwards-Groves, Christine, et al.
(författare)
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Partnership and recognition in action research: understanding the practices and practice architectures for participation and change
- 2016
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Ingår i: Educational Action Research. - : Informa UK Limited. - 0965-0792 .- 1747-5074. ; 24:3, s. 321-333
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Tidskriftsartikel (refereegranskat)abstract
- This article is the first and introductory article of this special issue. The article gives a societist account of the principles of partnership and recognition as they are encountered and experienced in practices in action research. A societist account of practices requires a social theory for understanding practices. Therefore, the article utilises the resources of a contemporary form of practice theory, the theory of practice architectures and ecologies of practices, to lay down the foundation for conceptualising partnerships and recognition. Specifically, it introduces the theory as a foundation for the other articles in this special issue which, as a collective, examine the cultural-discursive, material-economic and social-political arrangements that enable and constrain particular kinds of partnerships and recognition that exist or evolve in site-based education development. Additionally, the article presents theoretical considerations concerning the principles of partnership and recognition that emerge as enmeshments of one another which mutually form, reform and transform practices in action research.
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| 3. |
- Kemmis, Stephen, et al.
(författare)
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Pedagogy, Education and Praxis: An Eleven-year Progress Report from an International Research Network – Part 2
- 2019
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Ingår i: ECER-conference, September 3-6 2019, Hamburg.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This is the second part of a two-part symposium reporting on the work of the Pedagogy, Education and Praxis (PEP) network, a cross-institutional, collaborative research program which brings together researchers from Finland, Norway, Sweden, The Netherlands, Australia, Columbia, the Caribbean, and the UK. These researchers are investigating the nature, traditions and conditions of pedagogy, education and praxis and how they are understood, developed and sustained in different national contexts and various educational settings. The PEP international network emerged in 2005 out of a series of discussions about the ways in which the bureaucratization and de-professionalization of education were eroding the moral, social and political commitments that informed pedagogical practice until the recent past, and a shared conviction of the need for a form of educational research committed to reviving and restoring these commitments. This second part of the symposium will present findings from a systematic review of well over two hundred PEP publications 2007-2018 (books, chapters, refereed journal articles, special issues, refereed conference proceedings and doctoral theses) generated from the PEP research program, Action Research and Practice Theory. This second part of the symposium reports on findings of the 3rd, 4th and 5th of the PEP research questions: What is educational praxis? How, in different national contexts, is good professional practice/praxis being understood, experienced and practised by teachers and teacher educators? How, in different national contexts, is good professional education (that is, educational praxis development) being understood, experienced and practised by teachers and teacher educators? How, in different national contexts, are the changing cultural, social, political and material conditions for praxis and praxis development affecting the educational practices of teachers and teacher educators? What research approaches facilitate praxis and praxis development in different international contexts? The symposium will include and introduction plus five papers presenting brief syntheses of findings from across the PEP research program about each of these questions. Because it addresses all five of the PEP network research questions, the symposium covers several themes of interest to Network 1 including: ways in which teachers and other professionals on the field of education learn and develop throughout their professional career; organisational, historical, situational, and policy contexts in which their professional learning occurs; knowledge that shapes their professional identity or contributes to their understanding and betterment; conditions and practices that improve and encourage professional development. References Rönnerman, K., Edwards-Groves, C., & Grootenboer, P. (2018). Att leda från mitten – Lärare som driver professionell utveckling. [Leading from the middle: Teachers driving professional development]. Stockholm: Lärarförlaget. Grootenboer, P. (2018). The practices of school middle leadership: Leading professional learning: Leading professional learning. Singapore: Springer. Almqvist, J., Hamza, K. & Olin, A. (2017). Undersöka och utveckla undervisning. Professionell utveckling för lärare [Explore and develop teaching. Professional development for teachers]. Lund: Studentlitteratur. Mahon, K., Francisco, S. & Kemmis, S. (Eds.) (2017) Exploring Education and Professional Practices. Singapore: Springer. Grootenboer, P., Edwards-Groves, C. & Choy. S. (Eds) (2017). Practice Theory Perspectives on Pedagogy and Education: Praxis diversity and contestation. Singapore: Springer. Wilkinson, J., Bristol, L., & Ponte, P. (Eds.) (2016). Professional development: Education for all as praxis. Routledge. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. (2014) Changing Practices, Changing Education. Singapore: Springer. Kemmis, S. & Smith, T.J. (Eds.) (2008). Enabling Praxis: Challenges for education. Rotterdam: Sense. Ax, J. & Ponte, P. (Eds.). (2008). Critiquing praxis: The teaching profession in contemporary educational praxis. Rotterdam: Sense. Rönnerman, K., Furu, E.M. & Salo, P. (Eds.). (2008). Nurturing praxis: Action research in partnerships between school and university in a Nordic light. Rotterdam: Sense.
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| 4. |
- Lund, Sandra, et al.
(författare)
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Making Rural Areas Attractive for Teachers and Principals : Putting Rural Educational Settings on the Agenda
- 2023
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Ingår i: Nordic Studies in Education. - 1891-5914 .- 1891-5949. ; 43:2, s. 181-196
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Tidskriftsartikel (refereegranskat)abstract
- One cornerstone in the ‘Nordic model of education’ is equal opportunities in education (Frønes et al., 2020), however, the curricula of the Nordic countries are adapted to urban environments (Bæck, 2016). Regional-spatial aspects of education therefore need to be identified to find solutions to equal education. In this re-analysis of two research projects in Sweden and Finland, new insights are highlighted regarding how to develop nationwide equal education. The study proposes establishing supportive structures in the education of teachers and principals and in their continuing professional development in order to bring about equal education
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| 5. |
- Lund, Sandra, et al.
(författare)
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Rural education and professional learning in relation to the Nordic model - Progress and pitfalls?
- 2024
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Ingår i: Scrutinising the Nordic Dimension in Education. - : Taylor & Francis. - 9781032694252 ; , s. 208-221
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- One cornerstone in the ‘Nordic model of education’ is equal opportunities in education (Frønes et al., 2020); however, the curricula of the Nordic countries are adapted to urban environments (Bæck, 2016). Regional-spatial aspects of education therefore need to be identified to find solutions to equal education. In this re-analysis of two research projects in Sweden and Finland, new insights are highlighted regarding how to develop nationwide equal education. The chapter proposes establishing supportive structures in the education of teachers and principals and their continuing professional development to bring about equal education.
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| 6. |
- Olin, Anette, 1967, et al.
(författare)
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Collaborative Professional Learning for Changing Educational Practices
- 2020
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Ingår i: Pedagogy, Education, and Praxis in Critical Times. Mahon K., Edwards-Groves C., Francisco S., Kaukko M., Kemmis S., Petrie K. (eds). - Singapore : Springer. - 9789811569258 ; , s. 141-162
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter explores professional learning and professional development of teachers, principals and other educators. It initially identifies our understanding of the terms professional learning and professional development and various national political ideologies and policies that have influenced the work in this area. In particular, the chapter explores some key themes that researchers in the PEP network have addressed related to professional learning and development. Firstly, we explore three broad themes: action research for professional learning, professional learning for social justice, and leading for learning. Secondly, we examine more specific themes of professional learning at different stages of a teacher’s career. The concepts of praxis and bildung are highlighted as important understandings that guide our work. The chapter discusses the contribution that this research makes to the professional learning and professional development literature more broadly and concludes with a reflection on what we have achieved. We also present a composite theoretical framework for understanding professional learning as praxis development.
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| 7. |
- Olin, Anette, 1967, et al.
(författare)
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Facilitating democratic professional development: exploring the double role of being an academic action researcher
- 2016
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Ingår i: Educational Action Research. - : Informa UK Limited. - 0965-0792 .- 1747-5074. ; 24:3, s. 424-441
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the double role of the academic action researcher working as facilitator and researcher in democratic professional development projects. The inquiry is based on three partnership projects: ‘research circles’ in Sweden, ‘dialogue conferences’ in Norway and ‘tailored professional development’ in Finland. In a self-study and through the lens of practice architectures, we, as action researchers, explore how our practices are enabled and constrained in, as well as are enabling and constraining, professional development partnerships with teachers and educational leaders. A critical perspective is provided on how and what democratic practices evolve. The inquiry opens up understandings about how the academic action researcher’s practices entails multi-faceted ways of working to be able to accomplish different and somehow contradictory objectives, yet at the same time enacting democratic working methods. Furthermore, the act of recognition as a connecting aspect between prefiguring arrangements and evolving practices will be elaborated on to supplement perspectives offered by the theory of practice architectures.
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| 8. |
- Olin, Anette, 1967, et al.
(författare)
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Facilitating Democratic Professional Development projects in three Nordic countries
- 2014
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Ingår i: Managing Global Changes and Education Reforms: Asia and Pacific Resonses. APERA Conference, 19-21 Nov, 2014, Hong Kong.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper focuses on partnership between university and schools through exploring how university researchers facilitate democratic professional development projects. The role of the facilitator in Nordic educational action research is influenced by the democratic traditions of study circles and dialogue conferences that started in working life and was introduced in education during the 90s (Rönnerman, Furu & Salo 2008). The inquiry is based on three on-going projects; “Dialogue Conferences” (Norway), “Research Circles” (Sweden) and “Tailored Professional Development” (Finland). Through a narrative approach we explore how our own sayings and doings (as facilitators) enable and constrain democratic partnerships (relatings) and professional development in long-term projects with practitioners. The data material consists of research diaries, reflective writings and meeting notes. The result contributes with I) descriptions of professional development projects aiming for democratic education, i.e. education where all partners participate on equal terms and contribute with knowledge and experiences, II) deeper understanding of the practices of facilitating in different Nordic countries and also the practice architectures (Kemmis & Grootenboer 2008) that enable and constrain sustainable and democratic partnerships. These insights provide an extensive Nordic perspective on partnership with thorough descriptions from Nordic traditions that may open new perspectives globally. References: Kemmis, S. & Grootenboer, P. (2008). Situating praxis in practice. In S. Kemmis & T.J. Smith (eds.) Enabling Praxis: Challenges for education. Rotterdam: Sense. Rönnerman, K., Moksnes Furu, E. & Salo, P (Eds.). (2008) Nurturing Praxis: Action research in partnerships between school and university in a Nordic light. Rotterdam: Sense.
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| 9. |
- Smit, Ben H.J., et al.
(författare)
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Dialogue and recognition in educational partnerships
- 2014
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Ingår i: Managing Global Changes and Education Reforms: Asia and Pacific Resonses. APERA Conference, 19-21 Nov, 2014, Hong Kong.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Aim and background Partnerships are a fundamental building block of successful change and educational reform. For this reason, in this paper, we explore educational partnerships in different contexts: between schools and universities; between teachers and academic researchers; and between teachers and students. Based on (action research) projects carried out in several countries we focus on the various dialogue processes in these partnerships and on successful ways to foster them. Research questions addressed in the paper What forms of dialogue can serve as tools to enable, constrain or foster partnerships? What do the various partners learn from and about each other in dialogue processes? How are the practices of different partners formed and reformed through dialogue? What kinds of self-dialogue and reflection does the researcher need to facilitate the dialogue and learning of others towards sustainable partnerships? Theory and methodology The paper is based on an re-analysis of mostly qualitative data from separate projects using a narrative approach. We draw on recognition theory (e.g. Ricoeur, 2005; Honneth, 2012) to explore characteristics of the various partnerships and the roles of the participants. The theory of practice architectures (Kemmis & Grootenboer, 2008) aims to explain how social and educational practices are constituted in relation to the particular arrangements that support them. This theory helps us to describe and understand the way partnerships are dependent on and shaped by communicative spaces. Moreover, it frames the way we look at changes and reforms in educational practice due to dialogue in partnerships. References Honneth, A. (2012). The I in We: Studies in the Theory of Recognition (transl. Joseph Ganal), Cambridge: Polity. Kemmis, S. & Grootenboer, P. (2008). Situating praxis in practice. Chapter 3 in S. Kemmis & T.J. Smith (eds.) Enabling Praxis: Challenges for education. Rotterdam: Sense. Ricoeur, P. (2005). The Course of Recognition (trans. David Pellauer). Cambridge, Mass.: Harvard UP.
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