Collaborative teacher research: integrating professional learning and university study
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journal contribution
posted on 2024-06-03, 10:42authored byA Cloonan
In line with teaching standards requiring teachers to evidence research capacities, this paper explores responses to a professional learning programme designed in partnership by an educational authority and a university. Intended to enable practising teachers to develop research capacities and complete postgraduate qualifications, the professional learning programme featured collaboration, distributed leadership and participatory action research. Focusing on the experiences and responses of teachers participating in the collaborative project, data collected through teacher interviews, focus groups, researcher observations and teacher-and-student documentation were analysed. Findings indicate that a collaborative practice-based approach to professional learning and postgraduate studies developed teacher appetite for, appreciation of and emerging capacities in both empirical and conceptual research including defining a research question; reviewing literature; conducting an action research project; engaging with evidence; criticality; and reporting on findings. Enabling conditions of and limitations to the development of research-based capacities are explored.
History
Journal
Australian educational researcher
Volume
46
Pagination
385-403
Location
Cham, Switzerland
ISSN
0311-6999
Language
eng
Publication classification
C1.1 Refereed article in a scholarly journal
Copyright notice
2018, The Australian Association for Research in Education, Inc.