Reflecting upon Researchers' and Policy-Makers' Tensions in the Collaborative Inquiry Process: "What Do Different Commonplaces Contribute to Curriculum Deliberation?"

Autor/inn/en	Tan, Yuen Sze Michelle; Atencio, Matthew
Titel	Reflecting upon Researchers' and Policy-Makers' Tensions in the Collaborative Inquiry Process: "What Do Different Commonplaces Contribute to Curriculum Deliberation?"
Quelle	In: Educational Action Research, 25 (2017) 3, S.370-386 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2016.1173565
Schlagwörter	Cooperation; Researchers; Inquiry; Policy Formation; Action Research; Teacher Role; Physical Education Teachers; Outdoor Education; Teacher Attitudes; Curriculum Implementation; Foreign Countries; Journal Writing; Interviews; Barriers; Meetings; Audio Equipment; Seminars; Power Structure; Specialists; Questionnaires; Preservice Teachers; Singapore + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Researcher; Forscher; Politische Betätigung; Projektforschung; Lehrerrolle; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Freiluftunterricht; Lehrerverhalten; Ausland; Zeitschriftenaufsatz; Interviewing; Interviewtechnik; Meeting; Tagung; Audio-CD; Seminar; Fragebogen; Singapur
Abstract	This collaborative inquiry, as part of action research, is framed within the unique context of two researchers working closely alongside two policy-makers (research collaborators) to explore how teachers could enter more profoundly into a curriculum discourse. Drawing from Reid's concept of curriculum deliberation as located within institutional settings, the inquiry was purposed to elucidate physical education teachers' perceptions of outdoor education (OE), in order to integrate the teachers' perspectives within the first formal OE curriculum implementation in Singapore. This article reflects upon tensions that emerged in our inquiry process; these reflections were noted in journal entries, audio-recordings and notes of meetings and teacher seminars, as well as teachers' interview transcripts. We, the researchers, employed a conceptual change framework to identify and confront the tensions, and consequently searched for further clarification and alternative ways of interpreting the tensions. In transforming the tensions into our positive learning experiences, we co-generated new knowledge through renewed understandings developed with our Ministry of Education research collaborators who were directly involved in the conceptualization and implementation of the new curriculum. The tensions include teachers' gaps in understandings of OE; concern that the current project findings may be "too late" to influence the design of the new curriculum; and power differences existing between researchers, policy-makers and teachers. Our reflections invoked deliberation about the teachers' contribution of knowledge to inquiry and curriculum deliberation processes. We illustrated how such a deliberation could not be divorced from critical examination of the roles of, and kinds of knowledge contributed by, policy-makers and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01