Laying a Foundation for Critical Professional Development through a Research-Practice Partnership

Autor/inn/en	Parkhouse, Hillary; Senechal, Jesse; Severson-Irby, Elizabeth
Titel	Laying a Foundation for Critical Professional Development through a Research-Practice Partnership
Quelle	In: Professional Development in Education, 49 (2023) 4, S.725-738 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parkhouse, Hillary) ORCID (Senechal, Jesse) ORCID (Severson-Irby, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2023.2193198
Schlagwörter	Faculty Development; Culturally Relevant Education; Partnerships in Education; Teacher Workshops; Power Structure; Problem Solving; Praxis; Theory Practice Relationship; Action Research; Equal Education; School Districts; Empowerment; Change Agents + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Problemlösen; Theorie-Praxis-Beziehung; Projektforschung; School district; Schulbezirk
Abstract	Much of the formal professional development teachers experience consists of short-term workshops that maintain -- rather than disrupt -- the systems of power that reproduce educational inequities. In response, some scholars have advocated critical professional development (PD) as a means of supporting teachers' interrogation of these inequities and empowerment to effect change. Critical PD is based on Paulo Freire's ideas of dialogue, problem-posing, and praxis, and it tends to emerge within grassroots organisations that function independently from the school systems. There are two drawbacks to this autonomous structure, however: the "legitimacy problem," or the fact that the pedagogies advocated within these groups may be difficult to implement without the institutional support of participants' districts; and the "resource problem," or the fact that teachers' time and efforts within these independent organisations is typically uncompensated. In this essay, we describe a research -- practice partnership in which we co-developed critical PD on culturally responsive teaching with district leaders. The form of the PD, critical action research, allowed the participants to engage in problem-posing and praxis in order to analyse systems of power and their own positionalities within these systems. Recommendations for those with and without access to research -- practice partnerships are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01