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Research or professional development?

Honan, Eileen 2003, Research or professional development?, in NZARE AARE Conference 2003 : educational research, risks, &​ dilemmas, 29 November - 3 December 2003, Hyatt Regency Hotel and University of Auckland, Auckland, New Zealand : conference handbook, Australian Association for Research in Education, [Coldstream, Vic.], pp. 1-10.

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Title Research or professional development?
Author(s) Honan, Eileen
Conference name NZARE AARE Conference (2003 : Auckland, N.Z.)
Conference location Auckland, N.Z.
Conference dates 29 Nov. - 3 Dec. 2003
Title of proceedings NZARE AARE Conference 2003 : educational research, risks, &​ dilemmas, 29 November - 3 December 2003, Hyatt Regency Hotel and University of Auckland, Auckland, New Zealand : conference handbook
Editor(s) [Unknown]
Publication date 2003
Conference series NZARE AARE Conference
Start page 1
End page 10
Publisher Australian Association for Research in Education
Place of publication [Coldstream, Vic.]
Summary Generally, teachers’ contact with academics tends to take two forms: either they are the ‘subjects’ of research which is done on or for them; or they are the recipients of professional development which is again done to or for them. In both cases the teachers are positioned in relatively passive and powerless relationships.

This paper describes a research project undertaken in 2002 wherein I explored the possibilities of constructing research as a collaborative project between academics and teachers. In this project I attempted to establish a relationship with teachers as co-researchers who conducted parts of the research process themselves, including data collection and analysis.

This paper explores the differences in perceptions of this research relationship and reflects on the contradictions in the statements made by the teachers during discussions on the benefits of the research project. These contradictory statements have led me to ask questions of myself as an academic and a researcher, and of the research process I designed. These questions are the focus for this paper and include: Was I engaging in ‘research as usual’ under the guise of engaging teachers in co-researcher practices? What kinds of discourses were operating in our discussions and how did these discourses work to position the teachers? How am I implicated in the construction of these positionings?
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 930299 Teaching and Instruction not elsewhere classified
HERDC Research category E1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005094

Document type: Conference Paper
Collection: School of Social and Cultural Studies in Education
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