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- Edwards-Groves, Christine, et al.
(författare)
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Middle leaders' identity–practice framings: A site-ontological view of identity in and as practice
- 2024
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Ingår i: British Educational Research Journal (BERJ). - 0141-1926 .- 1469-3518. ; 50:2, s. 694-712
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents an examination of identity in and as practice as it relates to a group of educational practitioners known as middle leaders. Drawing on the theory of practice architectures as a site-ontological approach for conceptualising educational leading, the paper considers an individual's identity as being informed by, and accomplished amidst, the sayings, doings and relatings of practice. Although theorising the connections between identity and practice is not new, a central argument presented is that identity occurs at the nexus of the individual and social practices. Data are drawn from an empirical study of the practices of nine middle leaders responsible for facilitating a district-wide initiative aiming to improve literacy pedagogy in their particular primary schools. Thematic analysis of semi-structured interviews with the middle leaders revealed 11 identity–practice framings which evolve over time and space, negotiated in response to site-based conditions. Findings contribute to understandings about the dynamic multifaceted nature of middle leaders' identities.
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| 2. |
- Nehez, Jaana, et al.
(författare)
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Kunskapsbildning för professionellt lärande genom kollegiala samtal
- 2024
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Ingår i: Utbildning och Lärande / Education and Learning. - : Veronica Sülau. - 2001-4554. ; :705707043
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Tidskriftsartikel (refereegranskat)abstract
- Professional learning based on collegial conversations is an issue worldwide. However, there is a need for deeper knowledge about what happens in such conversations. Based on practice theories and theories of knowledge building environments, this article explores collegial conversations among teachers and school leaders. The findings show three conversation practices that can be of importance in professional learning, although not always in terms of knowledge building discourse moves: knowledge building practices, disrupted knowledge building practices and non-knowledge building practices. The latter two include significant relational aspects. The conclusion is that we need to widen the understanding of knowledge building to achieve professional learning.
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| 3. |
- Rönnerman, Karin, 1952, et al.
(författare)
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Practice changing practices: influences of Master’s programme practice on school practices
- 2024
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Ingår i: Professional Development in Education. - : Informa UK Limited. - 1941-5257 .- 1941-5265. ; 50:1, s. 157-173
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates how knowledge, competence and actions develop among teachers enrolled in a Master´s degree programme in action research who have an interest in changing practices in the schools in which they teach. We draw upon the insights of seven teachers who completed the programme (part-time over four years) to examine how the Master’s programme as a practice, shaped and was shaped by other practices – in this case, each teacher’s practice. We employ the theory of practice architectures to analyse the ways the programme enabled and constrained the teachers’ developing knowledge, competencies and actions. We show how the teachers: a) developed perspectives on their own practice through studying literature, b) collaborated and engaged in dialogue with each other, c) actively inquired into their own practice. Second, we present distinctive stories, built on the ideas of past (earlier education experiences and motives for enrolling in the programme), present (the practice of the master’s programme) and future (what teachers were doing after completing their master’s degrees). To conclude, we claim that professional learning for teachers needs to continue over time and that important features such as structured dialogues and inquiry-based tasks are necessary to enable change in another practice.
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