Schon 1987 Reflective Practitioner

Schon, D. (1987). Educating the reflective practitioner. San Francisco CA: Jossey-Bass Inc., Publishers.

 

 

Zeichner & Noffke 2001Practitioner Reseach

Zeichner, K. M., & Noffke, S. (2001). Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 298-330). Washington, D.C.: American Educational Research Association.

• First time PR has been included as a method in Research Handbook
• Simply considered professional development at the local level
• Some feel that teachers are not qualified to be researchers
• Less rigorous, inferior form of scholarship
• “quantified common sense” rather than scientific study
• positivist view of external validity
• groups are not representative of larger populations
• teachers don’t have the time to do research
• might use the research to justify their current practice
• There needs to be time in the school day for teachers to pursue PR

Starting on page 300

5 Traditions of PR:  History

• early 20’s and 30’s;   8-yr study, 1942 Aiken
• Dewey, democratic decision-making
• Originally teachers were merely data collectors

1. action research tradition:US,  50s  Lewin and Collier, Corey,
   1. cyclic process
   2. ID a problem, create hypothesis,record actions taken, inference of generalization,continuous retesting
   3. Corey – linear; Lewin recursive
   4. began to decline in the 60s
2. ENG, AUSTRALIA, 60s 70s
   1. Elliott, school-based curriculum development
   2. structure around life themes, move from transmission to interactive, multi-age groupings
   3. Stenhouse – coined “teacher as researcher”  1975
   4. Journal est. Educational Action Research
3. N America, by teachers
   1. 1980s, qualitative and case study research
   2. Nancy Atwell’s writing curriculum
   3. Action research in teacher ed programs
   4. Schon’s reflective practitioner movement 1983
   5. Cochran-Smith & Lytle, conceptual (essays and books extended interpretations/analyses) and empirical research (journals, oral inquiries,classroom study data,)
   6. Some journals still don’t publish PR, often PR is shared at conferences instead
4. self-study in colleges and universities
   1. some use narrative life history methods
   2. some journals are beginning to publish i.e. Teacher Education, Teacher Education Quarterly, Action in Teacher Education
5. Asia, Africa, Latin America > N America
   1. participatory research
   2. more just and humane society
   3. reappropriation of knowledge
   4. the development of people’s knowledge
   5. popular participation in the social production of knowledge
   6. those being studied take an active role
   7. uncommon methods see p 306
   8. participatory researchers often critical of non-participatory researchers

Starting at page 305

• Frameworks of Purpose p.306
  • wanting to know how children learn
  • wanting to try something new
  • a desire to change practicea search for connections and meaning
  • a recurcive process, connected to dynamics of the school year
  • understanding and improving practice
• Up close and Personal
  • students’ thoughts and actions
  • educational innovations
  • potential for building a case study literature in education
  • Horace Mann-Lincoln Institute at Teachers College
  • Ford Teaching Project
• Knowledge and the Profession of Education
  • contriburtion to knowledge base
  • professional development
  • status enhancement
• The Political Dimension  (page 309)