20141207 1 Theme 1 Crea,ng Communica,ve Spaces Prac+ce architectures enabling and constraining the se&ng up of communica+ve spaces in various professional se9ngs researchers and; preschool teachers as leaders in their own prac,ces, teachers and principals in primary schools, teachers and principals in net works in primary and secondary, lecturers/researchers and students in HE and principals in collegial networks Prac+ce architectures enabling and constraining the construc/on and maintenance of communica+ve spaces Sharing experiences, storytelling, cri,cal incidents and thinking, par,cipa,on, meaningfulness leading to emerging ac,ons or seeds of ac,ons (in e.g. storytelling, sharing of experiences) leads to .. transforma+on into par+cipants’ own professional ac+on? Rela+ng to overall PEP research ques+on How is good professional development (praxis development) being understood and experienced What research approaches facilitate praxis and praxis development in different contexts?
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2014-‐12-‐07
1
Theme 1 Crea,ng Communica,ve Spaces
Prac+ce architectures enabling and constraining the se&ng up of communica+ve spaces in various professional se9ngs researchers and; preschool teachers as leaders in their own prac,ces, teachers and principals in primary schools, teachers and principals in net-‐works in primary and secondary, lecturers/researchers and students in HE and principals in collegial networks
Prac+ce architectures enabling and constraining the construc/on and maintenance of communica+ve spaces Sharing experiences, storytelling, cri,cal incidents and thinking, par,cipa,on, meaningfulness leading to emerging ac,ons or seeds of ac,ons (in e.g. storytelling, sharing of experiences) leads to
.. transforma+on into par+cipants’ own professional ac+on?
Rela+ng to overall PEP research ques+on How is good professional development (praxis development)
being understood and experienced What research approaches facilitate praxis and praxis development
in different contexts?
2014-‐12-‐07
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ACTION RESEARCH
Ins,tu,onal prefigura,ons Professional ac,on Educa,onal sites
Awareness of Reflec@on on Interest in
COMMUNI CATIVE SPACES
Professional ac,on Educa,onal sites
Ins,tu,onal prefigura,ons
Awareness of Reflec@on on
University
Schools
COMMUNICATIVE SPACES !
Aims at intersubjec,ve agreement, mutual understanding, and unforced consensus
Collabora,on for a comprehensible, true, authen,c, appropriate and morally right manner of understanding the world
– jus,fica,on by beTer argument
Tes,ng, developing and retes,ng agreements/understandings/decisions for reaching mutual comprehensibility – in delibera,vely cri,cal and reflexive manner
Problems and issues thema,zed for cri,cal explora,on and for overcoming dissa,sfac,on, aims at fostering playfulness and
adop,ng a thoughWul but exploratory view
Kemmis and McTaggart (2005)
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COMMUNICATIVE SPACES ?
delicate, liminal and dynamic places and moments for the lifeworld to confront with the system, agents to confront the culture and structure.
constantly changing, offering unforeseen possibilites and unpredictable challenges.
Opening up for CS can both paradoxical and contradictory
requires given boundaries and provision of a sense of purpose, and have o[en to confront with conflic,ng understandings
of par,cipa,on as well as varying expressions of the need and character of for example leadership prac,ces.
Gayá Wicks and Reason (2009)
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Struggling with a Special Issue
Social sites
Professional roles
Mediums for change
Prac+ce theory
Ac+on Research
Communica+ve spaces
Professional learning Educa,onal change
Communica+ve space?
SYMPOSIUM Enabling tradi+ons and professional constraints
for fostering communica+ve spaces in par+cipatory ac+on research
APERA 2014 -‐ The Hong Kong Ins,tute of Educa,on
2014-‐12-‐07
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PAPERS COVER
(a) The means of opening up for communica,ve spaces (storytelling for cri,cal academic literary in higher educa,on)
(b) The condi,ons that may enable and/or constrain construc,on of communica,ve spaces (for collabora,ve professional development)
(c) The quali,es, func,ons and outcomes of (different ra,onali,es) of communica,ve spaces constructed for rrofessional experience sharing and ac,on reserch
Storytelling and par+cipatory ac+on research in higher educa+on: Re-‐crea+ng communica+ve spaces to promote
cri+cal academic literacy Doris Santos, Universidad Nacional de Colombia Bogota DC, Colombia
Crea+ng communica+ve spaces for teacher/leader dialogue and inquiry
Jane Wilkinson, Griffith University, Australia
Study circles among principals as communica+ve spaces Petri Salo, Åbo Akademi University, Finland
Researcher role(s) in collabora+ve professional development
projects among teachers Jessica Aspfors, University of Nordland, Norway, Michaela Pörn, LiseloT Forsman, Gunilla
Karlberg-‐Granlund & Petri Salo Åbo Akademi University, Finland
Research circles – a way to manage educa+onal changes? Lill Langelotz & Lena Thyren University of Borås, Sweden
What make(s) a ‘good’ teacher? A study about teachers’ peer group mentoring as a tool to manage local changes and educa+onal reforms