Teachers and Teacher Educators Learning Through Inquiry: International Perspectives

Boyd, Pete and Szplit, Agnieszka, eds. (2017) Teachers and teacher educators learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland. Downloaded from: http://insight.cumbria.ac.uk/3088/ Usage of any items from the University of Cumbria’s institutional repository ‘Insight’ must conform to the following fair usage guidelines. 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Alternatively contact the University of Cumbria Repository Editor by emailing [email protected]. Teachers and Teacher Educators Learning Through Inquiry: Internaional Perspecives Internaional Inquiry: Through Learning Educators Teacher and Teachers Teachers and Teacher Educators Learning Through Inquiry: Internaional Perspecives Edited by: Pete Boyd & Agnieszka Szplit Teachers and Teacher Educators Learning Through Inquiry: Internaional Perspecives Edited by: Pete Boyd & Agnieszka Szplit This book is dedicated to the memory of our friend and colleague Professor Carey Philpot Teachers and Teacher Educators Learning Through Inquiry: Internaional Perspecives Copyright: The Jan Kochanowski University and the Authors Edited by: Pete Boyd, University of Cumbria, United Kingdom Agnieszka Szplit, The Jan Kochanowski University, Poland Reviewers: Prof. zw. dr hab. Wanda Maria Dróżka, The Jan Kochanowski University, Poland Prof. Susana Goncalves, Insituto Politécnico de Coimbra, Portugal Hugh Smith, Educaion, Learning and Teaching Consultant, Director/Commissioning Editor (Smithsons Publishing Limited), The United Kingdom Language correcion: Pete Boyd Publicaion inanced by The Jan Kochanowski University, Kielce, Poland (project number 613527) Publisher: Wydawnictwo Atyka, www.atyka.net.pl Kielce–Kraków 2017 ISBN 978-83-65644-28-2 Contents Prologue: The Teacher as Researcher .............................................................................7 Hilary Constable Praciioner Inquiry: Common Sense and Elusive .............................................. 13 Kate Wall, Elaine Hall The Teacher in Teacher-Practitioner Research: Three Principles of Inquiry ......................................................................................35 Rachel Lothouse, Stefan McElwee, Claire King, Colin Lothouse Lesson Study: an Opportunity for Collaboraive Teacher Inquiry ...................63 Carey Philpot Professional Learning Communiies: Possibiliies and Challenges .................81 Marie Huxtable, Jack Whitehead Enhancing Professionalism in Educaion through Inquiry Learning: a Living Theory Research Approach. .....................................................................99 Pete Boyd, Elizabeth White Teacher Educator Professional Inquiry in an Age of Accountability .............123 Anja Swennen, Gerda Geerdink, Monique Volman Developing a Researcher Idenity as Teacher Educator ..................................143 Leah Shagrir Teacher Educators’ Professional Development: Moivators and Delayers ........................................................................................159 Agnieszka Szplit Inquiry-based Coninuing Professional Development for University Teachers: Polish Iniiaives and Concerns ................................181 5 T. Marijn Willemse, Fer Boei Supporing Teacher Educators’ Professional Development in Research and Supervising Students’ Research .............................................197 Ruth Zuzovsky, Irit Levy-Feldman, Nir Michaeli Professional Learning Communiies of Teacher Educators: a Tool for Building an Academic Ethos in Colleges of Educaion ..................217 David Powell Collaboraive Inquiry by Teacher Educators: Mess and Messiness ..............239 Josep Coral, Teresa Lleixà In-service Content and Language Integrated Learning (CLIL) Teacher Development: an Acion Research Project in Teachers’ Professional Learning ..............................................................................................263 Epilogue: Curriculum Development Through Professional Inquiry ....................289 Biodata .............................................................................................................................291 Prologue: The Teacher As Researcher his text contributes to a long-standing internaional debate around the Tknowledge and experise of teachers. It focuses on inquiry, but relates this strongly to pursuit of the most efecive approach, or pedagogy, for iniial teacher educaion and for the coninued professional learning of teachers. It will be helpful to begin with a somewhat simpliied overview of this debate. On one hand some observers consider that educaion should be treated in a similar way to the ield of medicine and require teachers to ‘implement evidence-based pracice’. Other observers consider that educaion should be compared to the more complex, real world ield of healthcare and require teachers to ‘develop research-informed pracice’ (Philpot, 2017; Boyd, 2016). Whilst both of these perspecives value the contribuion to evidence of large-scale randomised control trial research and meta-reviews of such research, the evidence-based perspecive tends to see this as suicient, whilst the research-informed perspecive sees the addiional need for teachers to be more directly involved in knowledge creaion through professional inquiry and praciioner research. The subsequent chapters in this text are authored by teacher educators and focus on teacher and teacher educator inquiry. They generally support the ‘developing research-informed pracice’ side of the debate on teacher knowledge and experise. The chapters provide insight into the breadth and richness of the internaional movement that supports the development of inquiry-based teachers. This inquiry-based teacher movement is not new. In a chapter of his classic text enitled ‘The Teacher as Researcher’, Lawrence Stenhouse argues that the outstanding characterisics of the extended professional include: ‘a capacity for autonomous professional self-development through systemaic self-study, through the study of the work of other teachers and through tesing of ideas by classroom research procedures’ (p.144). It may seem surprising that this quote is taken from Stenhouse’s text ‘An Introducion to Curriculum Research and Development’ which was irst published in 1975. The inquiry-based teacher or teacher researcher movement survives, and to some extent thrives, and yet, with the possible excepion of Finland (Sahlberg & Hargreaves, 2011) it does not seem to have become explicitly and irmly established across naional school systems. The debate around the knowledge and experise of teachers may be usefully considered to hinge on decisions about the curriculum of teacher educaion, and it is worth divering for a moment to consider and be informed by current debates 7 Pete Boyd & Agnieszka Szplit on the school curriculum. In quesioning development of the school curriculum a useful argument has been made from a social realist perspecive which builds on the theoreical work of Emile Durkheim and Basil Bernstein. This argument proposes that there is useful cultural knowledge which children should come to know, but that this knowledge is fallible and contested, not least because it has been developed socially by groups, for example of researchers. The conclusion is that the school curriculum should provide access to this rich body of cultural knowledge but must also provide skills and disposiions towards quesioning that body of cultural knowledge, understanding how it has been developed and how to develop new ideas (Young, 2008; Wheelahan, 2010). Based on this argument Wheelahan is paricularly criical of vocaional programmes in England designed for secondary students. She argues that these programmes currently deny access to theoreical knowledge for disadvantaged or working class children and that this subsequently prevents these children from paricipaing fully in society by contribuing to the ‘conversaion of society’ (Wheelahan, 2010). Returning now to our primary concern for the curriculum of teacher educaion. It would seem somewhat hypocriical and inconsistent to call for a social realist perspecive on the place of knowledge in the school curriculum, including vocaional subjects, and not to also apply that to the debate around the teacher educaion curriculum. Some confused poliical policy-makers in educaion in England have promoted the idea that teaching is a pracical crat that is best learned by observing experts and learning by doing. This has led to ‘school-based’ teacher ‘training’ routes that have been replacing teacher ‘educaion’ programmes. These school-based teacher training programmes have generally tended to minimise

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