Files and links (1)
Published VersionCC BY V4.0, Open Access
Book chapter
Exploring In-Service Teacher-Researcher Reflexivity: Education Research as Cultural Work
Research Thinking for Responsive Teaching: Research Skill Development with In-service and Preservice Educators, pp.49-63
SpringerBriefs in Education, Springer Singapore
2024
Abstract
This chapter explores the evidence within In-Service teachers’ (I-STs) (n = 8) publications of their use of the Research Skills Development (RSD) framework as they research and then write about a contemporary educational issue relevant to their educational practice in Australia. The practising I-STs were completing their first semester of a Master of Education program in a course that used the RSD framework. The analysis of the published work of the enrolled I-STs, conducted by a Teacher Educator (TE) identified I-ST reflexivity at the commencement of a postgraduate program of study to understand the value of the RSD framework to support I-ST empowerment as researchers of classroom practice. The implications of this work provide scope for researchers and practitioners to engage in dialogue that counters the sole focus on a technical ‘what works’ view of educational research and opens the potential for I-STs to engage with the cultural role of research to produce new ways to recognise the complexity of the relationship between educational research, practice and thinking in classrooms—to become responsive teachers.
Details
- Title
- Exploring In-Service Teacher-Researcher Reflexivity: Education Research as Cultural Work
- Authors
- Debbie Heck (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Contributors
- John Willison (Editor) - The University of Adelaide
- Publication details
- Research Thinking for Responsive Teaching: Research Skill Development with In-service and Preservice Educators, pp.49-63
- Series
- SpringerBriefs in Education
- Publisher
- Springer Singapore
- Date published
- 2024
- DOI
- 10.1007/978-981-99-6679-0_4; 10.1007/978-981-99-6679-0
- ISSN
- 2211-193X; 2211-1921
- ISBN
- 9789819966790
- Copyright note
- © The Editor(s) (if applicable) and The Author(s) 2024. This book is an open access publication. This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 991002598302621
- Output Type
- Book chapter
Metrics
19 File views/ downloads
34 Record Views