| 1. |
- Aarnikoivu, Melina, et al.
(författare)
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Another higher education journal - Really?
- 2019
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Ingår i: Journal of Praxis in Higher Education. - Boras. - 2003-3605. ; 1:1, s. 1-9
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Edwards-Groves, Christine, et al.
(författare)
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Leading as shared transformative educational practice
- 2020
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Ingår i: <em>Pedagogy, education, and praxis in critical times</em>. - Singapore : Springer. - 9789811569258 - 9789811569265 ; , s. 117-140-
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Bokkapitel (refereegranskat)abstract
- This chapter examines the practices of leading, as an important facet of the extended professional work and experience of educators. It employs a site ontological lens to examine the duality of leading in and for education. The chapter conceptualises leading as a co-constructed, socially situated practice, and focuses on the “happeningness” of leadership, making the actual practices of leading its main emphasis. In particular, questions about the nature and particularity of professional practice as it is enmeshed in different local, national, and international education sites are explored. In so doing, it addresses the following question in relation to leading, that is, how, in different national contexts, is good professional practice (“praxis”) being understood and experienced by teachers, and educators, more broadly? By drawing on the theory of practice architectures, the chapter explores (1) leading as a practice, (2) leading from, within, and beyond the middle, and (3) leading as a democratic practice. Analysis of these interrelated elements aims to contribute to a broader inquiry concerned with understanding, practising, and changing educational leadership by establishing the dynamism of leading as a practice for orchestrating conditions that enable shared educational transformations. The chapter concludes by reorienting leading as being a shared transformative educational practice.
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| 3. |
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Exploring education and professional practice : Through the lens of practice architectures
- 2017. - 1
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book was written to help people understand and transform education and professional practice. It presents and extends the theory of practice architectures, and offers a contemporary account of what practices are composed of and how practices shape and are shaped by the arrangements with which they are enmeshed in sites of practice. Through its empirically-based case chapters, the book demonstrates how the theory of practice architectures can be used as a theoretical, analytical, and transformational resource to generate insights that have important implications for practice, theory, policy, and research in education and professional practice. These insights relate to how practices are shaped by arrangements (and other practices) present in specific sites of practice, including early childhood educationsettings, schools, adult education, and workplaces. They also relate to how practices create distinctive intersubjective spaces, so that people encounter one another in particular ways (a) in particular semantic spaces, (b) that are realised in particular locations and durations in physical space-time, and (c) in particular social spaces. By applying such insights, readers can work towards changing practices by transforming the practice architectures that make them possible.
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| 4. |
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| 5. |
- Francisco, Susanne, et al.
(författare)
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Professional learning for critical praxis in higher education
- 2019
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Konferensbidrag (refereegranskat)abstract
- The paper discusses the initial stages of a research project being undertaken across 5 countries (3 of which are Nordic Countries) and 7 universities by a group within the international Pedagogy, Education and Praxis-network. The project explores critical praxis in higher education, focusing on the influences on critical praxis in different national contexts. In this presentation, we ask: What enables and constrains professional learning for critical praxis in higher education? Data collection for this research consists of interviews with academics. Using the theory of practice architectures (Kemmis et al. 2014) as a conceptual and analytical lens, this paper presents initial findings on the following themes:● How professional learning opportunities provided by the universities support (or not) the development of critical praxis,● How the development of critical praxis can happen through voluntary, organic networks (such as Pedagogy, Education and Praxis), and● The role of country-specific conditions in how professional learning for critical praxis is enabled and constrained.
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| 6. |
- Francisco, Susanne, et al.
(författare)
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Transforming education and professional practice
- 2017
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Ingår i: Exploring education and professional practice. - Singapore : Springer. - 9789811022173 - 9789811022197 ; , s. 257-264
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter, we return to the notion of exploring education and professional practices, the key focus of this volume. In the opening chapter, we argued that the theory of practice architectures is simultaneously a theoretical, an analytical, and a transformative resource. Here we highlight some of the ways the chapters in this book have capitalised on the affordances of the theory of practice architectures as their authors have explored education and professional practices. We comment on how, individually and collectively, the chapters contribute to ongoing conversations about particular practices, and our understanding of practices in general.
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| 7. |
- Fremstad, Esther, et al.
(författare)
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Researching academic developers’ praxis: Methodological and ethical considerations
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- It is becoming increasingly common for academic developers to engage in "insider research"; that is, researching their own and colleagues’ practices (e.g. using action research). Such research has the potential to yield significant insights into higher education praxis due to the unique position in which academic developers are placed, with access to different academic and disciplinary practices and university levels, and working at the intersection of research, development, and education. However, that very position also creates methodological and ethical tensions for academic developers conducting "insider research". In this seminar, we will explore such tensions, drawing on our own experiences as researchers and academic developers. In particular, we will discuss whether (and if so how) it is possible for academic developers to combine the critical distance of an outsider with the profound contextual insight of an insider. We will also consider how "insider research" linked to academic development can be supported.
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| 8. |
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From a praxis perspective: Being and becoming a doctoral supervisor : (JPHE Special Issue)
- 2023
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This special issue brings together a unique collection of papers on doctoral supervision, including work from researchers both outside the pedagogy discipline as well as those centred within it. The contributions include research on factors that contribute to supervisor stress, professional learning programs for supervisors, advising ancestry, gender and power in supervision, and the formation of supervisors more generally.
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