Building a Bridge between Pedagogy and Methodology: Emergent Thinking on Notions of Quality in Practitioner Enquiry

Autor/in	Wall, Kate
Titel	Building a Bridge between Pedagogy and Methodology: Emergent Thinking on Notions of Quality in Practitioner Enquiry
Quelle	In: Scottish Educational Review, 50 (2018) 2, S.3-22 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-9072
Schlagwörter	Teaching Methods; Educational Policy; Theory Practice Relationship; Educational Change; Faculty Development; Action Research; Visual Aids; Thinking Skills; Strategic Planning; Reflection; Foreign Countries; Metacognition; Student Attitudes; Learning Processes; Educational Practices; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Theorie-Praxis-Beziehung; Bildungsreform; Projektforschung; Anschauungsmaterial; Denkfähigkeit; Strategy; Planning; Strategie; Planung; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Learning process; Lernprozess; Bildungspraxis
Abstract	This paper will question the notion of research, evidence and tools within a practitioner enquiry orientated practice. Basing the discussion within the current education research and policy context in the UK and the wider Global Education Reform Movement, I will ask questions about how a practitioner enquiry frame as located within Scottish education professional learning model, encourages thinking about how teachers engage with research. Focusing on how we judge the tools we use (in research and teaching and learning) and how both perspectives might provide helpful insight into judgements of quality, a productive space will be created. With origins in my own pedagogical repertoire, examples of visual tools will be used to exemplify this thinking demonstrating how the data arising from their use can be translated into the research domain. I will conclude by suggesting that for practitioner enquiry to be perceived as more realistic for the majority of the profession then a productive synergy is needed between research methodology and pedagogy, where assumptions about 'good practice' on either side are not mutually exclusive but rather complementary in supporting practitioners' reflective and strategic thinking. (As Provided).
Anmerkungen	Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail: ser@stir.ac.uk; Website: http://www.scotedreview.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01