99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
The Virtue for a Good Teacher according to David Carr
Alicia Encío
Universidad Internacional de la Rioja (UNIR), Spain
Presenting Author: Encío, Alicia
Education is a fundamental concern of all countries. This relevance comes from the fact that it is a Fundamental Right, necessary for people to develop, grow and contribute to a fulfilling life. Despite the discrepancies about the foundations and goals that education should pursue in its most global sense, there is a consensus regarding the need for education, as well as the commitment to quality education.
This can be seen at the most current level, when the United Nations in 2015 established a framework of 17 Sustainable Development Goals (SDG), among which education is number four. To further elaborate on the education goal of 'Quality Education', several international bodies, including UNESCO, UNICEF, or the International Labour Organization, based in Switzerland, come together to develop the so-called "Incheon Declaration". A Framework for Action for 'Quality Education' is elaborated under the subtitle "Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all" (2016). This serves as a reference for governments to define their education policies, following the general guidelines set out here.
This work is not intended to elaborate on education policy, but rather to highlight the importance of education for personal and social prosperity. Precisely, this paper will try to clarify the ‘good teacher’ concept and analyze some of the characteristics that might contribute to ‘quality education’, responding to the following objectives:
- Analise the elements of a good teacher following David Carr’s contributions.
- Suggest two moral virtues, humility and magnanimity, as characteristics of a good teacher.
In the recent years, the characteristics and requirements of ‘professionalism’ have been a matter of debate, questioned by researchers and academics such as Carr (1991, 2000, 2005, 2006, 2007; Cooke & Carr, 2014), Campbell (2000, 2008; Campbell et al., 2013), Arthur (2011, 2019; Peterson & Arthur, 2020; Revell & Arthur, 2007), Kristjánsson (2015), Sockett (2012; Sockett & LePage, 2002), Sanger & Osguthorpe (2011, 2013), and many others, who are trying to define what is understood by ‘the good teacher’.
Teaching, for all the above-mentioned authors, is a moral profession, which requires being, as Carr stated (1991), “a certain kind of person”. This implies that the personal character of the teacher is manifested in his or her professional work.
The current educational aims, in contrast, are mainly instrumental. Competencies are considered as the ultimate goals and assessment standards. According to DeSeCo (2005, p. 4), “a competency is more than just knowledge and skills. It involves the ability to meet complex demands, by drawing on and mobilizing psychosocial resources (including skills and attitudes) in a particular context”. This frame is intended to go beyond a simple provision of knowledge and skills, conforming the base of some European educational political frameworks. Nevertheless, the frequent use of competence as a set of dispositions which omit deliberation fail to resolve, according to Carr (2000), the deepest sense of education, the pursuit of the good to contribute, in an Aristotelian language, to a ‘eudaimonic life’.
Whereas ‘dispositional competence’ is focused on the efficacy of action, virtue seeks the realisation of the good at its epistemological levels, identified with the ‘capacity competence’ presented by Carr (2000). Many writers have challenged the competence scope on the grounds that these educational standards cannot encapsulate all the human abilities or qualities of the ‘good teacher’ (Arthur et al., 2016, p. 16). Therefore, in accordance with Carr (2006, 2007), without rejecting the contribution of competences and skills, it is a matter of revitalising virtue for being ‘a good teacher’. For that, the Aristotelian and neo-Aristotelian theory of virtue forms the theoretical framework that we intend to explore in depth here (2010).
Methodology, Methods, Research Instruments or Sources Used‘Quality education’, one of the SGD objectives (2015), was developed in the ‘Incheon Declaration’ enumerating the principal education aims for 2030 Agenda (2016). Some of the pursued goals and strategies manifested in the Declaration are specifically directed to the figure of the teacher. That said, all the presented suggestions are broad and barely focus on the implication of what a ‘good teacher’ means. In response to that, in this paper we aim to review all the information which is exclusively directed to educators.
A deep analysis of the ‘Incheon Declaration’ and a review of the references to the teacher’s role is the first part of the approach. The word ‘teacher’ appears 68 times along the document. From this research, an outline of the teachers’ objectives is developed. A summary of the main goals that are stated along the document is then elaborated to conform the paper structure. In short, the main objectives, which coincide to be the most repeated, configure the paper index.
In relation to the content methodology, an epistemological approach is developed in response to the intuitive knowledge stems regarding teaching as a moral profession. From a philosophical perspective, following the Aristotelian current, this professional endeavor is seen as an essential labor that contributes to the deepest aim of education, ‘human flourishing’. The theory of virtue is presented as a means towards human growth and the teacher’s duty has some personal and professional implications regarding virtue. An interpretative-hermeneutical methodology is to be followed, being David Carr (1991, 2000, 2005, 2006, 2007) the principal subject-matter-expert referenced in the paper. The pieces of work have been selected – “Character in teaching”, “Professionalism and Ethics in Teaching” or “Personal and interpersonal relationships in education and teaching: A virtue ethical perspective” – due to its specific concern on the teaching profession and virtue, in reaction to a skill-based professional reductionism.
The point of departure is the belief that teachers ought to be moral exemplars, with personal virtues, to develop their teaching practice in what we understand as ‘good teacher’. In order to confirm this belief, a qualitative expert-based approach is to be followed. An analysis of the contributions that David Carr has provided to the concept of ‘good teacher’ will be related to the teacher implications described in the ‘Incheon Declaration’ (2016), in response to the objective four, ‘quality education’, reflected in the 2030 Agenda (United Nations, 2015).
Conclusions, Expected Outcomes or FindingsThe main goal of the current work is to examine the ‘good teacher’ implications, in relation to the outlined aims in the Incheon Declaration. From this broad framework, an analysis of David Carr’s contributions to the teaching profession will be described.
The first thing that this paper might have shown is the important role that the teachers entail. Through education, the overall society can be benefited. This finding will certainly be presented all along the discourse, from an analysis of the 2030 Agenda aims which are specifically directed to teachers (2016, p. 54): “be empowered, adequately recruited and remunerated, motivated, professionally qualified, and supported”.
The findings of the thesis may attribute to the contribution of David Carr to the moral implication of the teaching profession, considering teachers moral educators and moral exemplars. The ‘theory of virtue’, from an Aristotelian perspective, will suggest a more profound contribution to education, considering skills and competences in service of virtue display and towards the realization of the good.
All the analysis might possibly indicate that ‘quality education’ could be achieved if the person of the teacher was considered. From an epistemological perspective, phronesis and moral virtues are to be presented as fundamental for deliberation and action in moral situations. Despite their necessity, codes of conduct will not give response to all coming situations.
One last important conclusion of this work might be the assumption that unless governments do not consider the epistemological understanding of teaching, as a profession of moral significance where virtue entails an important responsibility, ‘quality education’ will not be attained.
ReferencesAristóteles, Rowe, C. J., & Broadie, S. (2002). Nicomachean ethics. Oxford University Press.
Arthur, J. (2011). Personal character and tomorrow’s citizens: Student expectations of their teachers. International Journal of Educational Research, 50(3), 184–189. https://doi.org/10.1016/j.ijer.2011.07.001
Arthur, J. (2019). The Formation of Character in Education. Routledge. https://doi.org/10.4324/9780429262463
Arthur, J., Kristjánsson, K., Harrison, T., Sanderse, W., & Wright, D. (2016). Teaching Character and Virtue in Schools. Routledge. https://doi.org/10.4324/9781315695013
Campbell, E. (2000). Professional Ethics in Teaching: Towards the development of a code of practice. Cambridge Journal of Education, 30(2), 203–221. https://doi.org/10.1080/03057640050075198
Campbell, E. (2008). The Ethics of Teaching as a Moral Profession. Curriculum Inquiry, 38(4), 357–385. https://doi.org/10.1111/j.1467-873X.2008.00414.x
Campbell, E., Bondi, L., Carr, D., Clark, C., & Clegg, C. (2013). The Virtuous, Wise, And Knowledgeable Teacher: Living the Good Life As A Professional Practitioner.
Carr, D. (1991). Educating the Virtues: An essay on th philosophical psychology of moral development and education. Routledge. https://doi.org/10.4324/9780203138694
Carr, D. (2000). Professionalism and ethics in teaching. Routledge.
Carr, D. (2005). Personal and interpersonal relationships in education and teaching: A virtue ethical perspective. British Journal of Educational Studies, 53(3), 255–271. https://doi.org/10.1111/j.1467-8527.2005.00294.x
Carr, D. (2006). Professional and personal values and virtues in education and teaching. Oxford Review of Education, 32(2), 171–183. https://doi.org/10.1080/03054980600645354
Carr, D. (2007). Character in teaching. British Journal of Educational Studies, 55(4), 369–389. https://doi.org/10.1111/j.1467-8527.2007.00386.x
Cooke, S., & Carr, D. (2014). Virtue, Practical Wisdom and Character in Teaching. British Journal of Educational Studies, 62(2), 91–110. https://doi.org/10.1080/00071005.2014.929632
Kristjansson, K. (2015). Educating the educators Teachers and Aristotelian character education. In Aristotelian Character Education (Vol. 138, pp. 129–143).
Kristjánsson, K. (2015). Aristotelian Character Education. Routledge. https://doi.org/10.4324/9781315752747
Peterson, A., & Arthur, J. (2020). Ethics and the Good Teacher: Character in the Professional Domain. Routledge. https://doi.org/10.4324/9780429320699
Sanger, M. N., & Osguthorpe, R. D. (2013). Modeling as moral education: Documenting, analyzing, and addressing a central belief of preservice teachers. Teaching and Teacher Education, 29(1), 167–176. https://doi.org/10.1016/J.TATE.2012.08.002
Sockett, H. (2012). Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions. In Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions. https://doi.org/10.4324/9780203155509
UNESCO. (2016). Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. UNESCO Biblioteca Digital. https://unesdoc.unesco.org/ark:/48223/pf0000245656
United Nations. (2015). THE 17 GOALS | Sustainable Development. United Nations. https://sdgs.un.org/goals
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Examining the Mathematical Modeling Process in Argumentation-Based Debates: The Case of SSI
Mustafa Çağrı Gürbüz1, Şirin Yılmaz2
1Istanbul Aydin University, Turkiye; 2Istanbul Aydin University, Turkiye
Presenting Author: Gürbüz, Mustafa Çağrı;
Yılmaz, Şirin
One of the aims of contemporary education is to enable individuals to understand that society and science are mutually influenced by each other. The concept of Socio-Scientific Issues (SSI) is scientifically based controversial dilemmas such as biology, sociology, ethics, politics, economy and environment that concern the society. The process of dealing with SBK requires students to make sound decisions and schools to train knowledgeable individuals. In SSI education, students' ability to think critically, associating subjects with daily life and raising individuals as individuals who can cope with these issues come to the fore.
The purpose of the argument is to convince oneself and other participants of the peculiarity of one's own reasoning (Krummheuer, 1995). Reasoning occurs interactively during mathematical modeling processes (Lesh, Doerr & Carmona, 2003). Thus, argumentation, defined as interactions in the observed class, relates to deliberate disclosure of a solution's reasoning, during or after the development of a solution. It can be a trigger for the modeling processes of the participants. In this context, this study examines the arguments created by the participants in the mathematical modeling cycle and interprets these arguments by taking into account the participants' modeling processes. In the broadest sense, cognitive argumentation is defined as an argumentation, justification process in which more than one person (student or teacher) has a mathematical claim and presents evidence to support this claim (Conner, et. al., 2014).
The cognitive argumentation considered in this study considers the arguments of small groups or individuals working on different learning and teaching activities (Conner et. al., 2014; Yackel) rather than examining participants' arguments during proving activities (Inglis, Mejia-Ramos & Simpson, 2007). & Cobb, 1996). The focus is on the interactional aspect of argumentation. To investigate cognitive arguments, Krummheuer (1995) proposes the Toulmin argumentation scheme.
When students engage with modeling tasks, transitions between school mathematics and the real world, their cognitive reasoning in a real-world context can be supported during model development. By doing this, they try to reach consensus through their reasoning by discussing the claims put forward by the group members. In this process, they actively formulate and justify arguments. Therefore, since it is believed that the arguments created in the modeling cycle are based on the modeling processes, it is possible that the examination of the modeling processes will give an idea about the arguments of the students. The mathematical modeling cycle (Blum & Niss, 1991) was chosen as the research framework because it clearly explains the modeling processes that occur during the modeling cycle based on the modeling definition. This study will reveal the arguments in the mathematical modeling cycle by taking into account the modeling processes based on SSI issues.
Considering the focus of mathematical modeling, it is seen that this study has a different context from other cognitive modeling studies due to its argumentative nature. On the other hand, if the focus is on Cognitive Argument, the study is again different from previous literature examining student arguments during proving and learning/teaching activities due to its emphasis on modelling. Working to uncover the arguments in the modeling cycle will ultimately enable to identify the particular aspects that make in-group arguments meaningful, such as how they formulate the claims, how they refute each other's claims to reach the best common solution, what they warrant, what claims they make use of, and how they arrive at a solution.
The aim of the study was to explore how teacher candidates engage use their models whilst arguing about contextual of the COVID-19 a socioscientific issue and to explore whether and how the process of arguing is linked with the modelling process.
Methodology, Methods, Research Instruments or Sources UsedThis is an exploratory study of how teacher candidates engage in the practices of argumentation and modelling and how one practice can support or constrain the other. More specifically, the research questions guiding this study are as follows: (a) The pre-service teachers were given a task belonging to the context at the center of their lives. This context is a mathematical modeling activity related to the COVID-19 pandemic. After reading the task, pre-service teachers were expected to first produce two questions about the COVID-19 epidemic and the virus that caused it. (b) In the second stage, they were asked to explain why they produced these questions and asked them with a purpose. The aim here is to enable them to determine their arguments on COVID-19 through the questions they produce. (c) In the third stage, the routine procedure of how to diagnose a person with coronavirus is explained. Then, the data of a patient who came to the hospital was shared with them and they were asked to explain statistically whether that person had COVID-19, based on a mathematical model.
Since we seek to explore whether and how the process of arguing about the phenomenon is intertwined with the modelling process, a learning environment was designed to enable the teacher candidates to participate in the scientific practices of argumentation and modelling.
The learning environment was designed based on project based learning (Krajcik et al., 1998), sociocultural theories of learning (Rogoff, 2003) and what we already know regarding how teacher candidates construct and use models (Louca & Zacharia, 2011) in contextual enviroment of SSI. Based on our theoretical framework, modelling refers to constructing and using statical models to understand a phenomenon and explain or predict possible changes (Windschitl et al., 2008).
The study was carried out with 112 third grade teacher candidates who took the Critical and Analytical Thinking course. Modeling processes are integrated into the course contents. Local SSIs were presented to the pre-service teachers as a problem situation in the lessons, and they were asked to perform problem solving processes by using argumentation and modeling. The case scenario with SBK content developed by the researchers was discussed with the students during a 2-week (40x4 min) lesson. Students were asked to express their arguments in writing. Mathematical modeling and Toulmin's argumentation model were used in the analysis of the obtained data.
Conclusions, Expected Outcomes or FindingsParticipants tried to determine whether the person who came to the hospital had COVID-19 by using PCR test results and other information about the person. They tried to make a claim based on the available data. To arrive at this claim, they used the information and statistical data contained in the task paper to develop the argument. They also ignored the claim that a person was 100% COVID, even if the PCR test was positive, as refuting. They did not feel the need to justify this sub-argument as they made a claim based on direct data. When the above-mentioned solution is considered in terms of the mathematical modeling process, the statistical information given in the task has become the real models used by the participants. Based on the real-life experiences of the participants and the concrete data they used, they assumed that the probability of a person with a positive PCR test to be COVID should be supported with other data, and they focused on building the mathematical model of the task based on these real models and made some calculations. They were able to construct sub-argument schemes in which the drawing of a mathematical model based on their assumptions became the assertion.
According to the results of the preliminary analysis, the focus of this study is the arguments of the participants, as the study examines the arguments generated within the modeling cycle. In this context, different sub-arguments of the participants emerged throughout the modeling cycle.
The first important result of the study is that most sub-arguments are combined with data assertions. This is in line with studies that have found that the sub-arguments are linked to the data claim (Krummheuer, 1995; Conner et. al., 2014).
ReferencesBlum, W., & Niss, M. (1991). Applied mathematical problem solving, modelling, applications, and links to other subjects—State, trends and issues in mathematics instruction. Educational studies in mathematics, 22(1), 37-68.
Conner, A., Singletary, L. M., Smith, R. C., Wagner, P. A., & Francisco, R. T. (2014). Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities. Educational Studies in Mathematics, 86(3), 401-429.
Inglis, M., Mejia-Ramos, J. P., & Simpson, A. (2007). Modelling mathematical argumentation: The importance of qualification. Educational Studies in Mathematics, 66, 3-21.
Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3-4), 313-350.
Krummheuer, G (1995) 'The ethnography of argumentation', in Cobb, P and Bauersfeld, H (eds), The Emergence of Mathematical Meaning Interaction in Clas.sroom Cultures, Hillsdale, NJ, Lawrence Erlbaum, pp 229-269
Lesh, R., & Doerr, H. M. (2003). In what ways does a models and modeling perspective move beyond constructivism? In R. Lesh & H. M. Doerr (Eds.), Beyond constructivism: Models and modeling perspectives on mathematics teaching, learning, and problem solving (pp. 519–556). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Louca, L. T., Zacharia, Z. C., & Constantinou, C. P. (2011). In Quest of productive modeling‐based learning discourse in elementary school science. Journal of Research in Science Teaching, 48(8), 919-951.
Rogoff, B. (2003). The cultural nature of human development. Oxford university press.
Toulmin, S. E. (2003). The uses of argument. Cambridge university press.
Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941-967.
Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for research in mathematics education, 27(4), 458-477.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Time to Apply the Brakes? Practitioner Enquiry in the First Year of Teaching
Suzie Dick
Queen Margaret University, United Kingdom
Presenting Author: Dick, Suzie
This paperexamines the perceptions of newly qualified teachers, placed in one Scottish local authority, of the practitioner enquiry that is required to be conducted by them during their first year of teaching. Using a constructivist (Charmazian) grounded theory framework, this research examined the perceptions and attitudes towards the enquiry pre and post enquiry and seek to identify what influence this may have on professional identity and classroom practice. This work analysed the literature relating to Charmazian grounded theory, discussed how this research was conducted, and examine the researcher’s positionality within the subject area. Throughout the paper, a number of themes emerge from the data and are discussed, including newly qualified teachers’ (NQT’s) perceptions of practitioner enquiry at pre and post enquiry, the importance of relationships, and what influenced their professional identity. Through the research methods of focus group and interviews, this dissertation looks to challenge the practice of a mandated practitioner enquiry in the first year of teaching. I conclude with a series of recommendations, in line with constructivist grounded theory, including the recommendation for the question of enquiry as project v enquiry as stance to be revisited in relation to the NQT experience. Additionally, for a reassessment of the NQT voice in the decision-making process around what support and experience in their first year should look like.
This paper will look at practitioner enquiry within the context of newly qualified teachers (NQTs) undertaking a practitioner enquiry during their first year of teaching. Two research questions guided the research, shedding light on the issues related to the requirement for NQTs to conduct practitioner enquiries in the early stages of their career:
1. What influence, if any, has undertaking a practitioner enquiry had on NQTs’ perceptions of themselves as professionals?
2. To what extent do NQT teachers feel enabled to effect change in the classroom as a result of undertaking a practitioner enquiry?
The early months and years of teaching can be crucial to identity formation, so it could be suggested that early experiences of teaching, and any professional learning programme that sits alongside it, should nurture within students a perception of themselves as being able to develop a constructively critical approach to practice that can affect change within the classroom. The small-scale nature of this project, along with using a constructivist grounded theory approach, enabled a more in-depth consideration of the factors which may have influenced how a NQTs identity as a professional evolves through their practitioner enquiry, situated in the context of their professional practice. This research topic is relevant due, in part, to the increasing expecation across Europe that teachers will come into the classroom and be research informed and research ready. This research focuses predominantly on ’how’ the above may influence NQT teachers’ perceptions of themselves as professionals (professional identity). Professional learning is defined where learning opportunities ‘stimulate their thinking and professional knowledge and to ensure that teachers’ practice is critically informed and current’. The research also focuses on the ‘what’, in terms of the outcomes of effecting change in the classroom and of moving forward in their careers. Finally, it considers the ‘why’ or rationale behind practitioner enquiry being built into the NQTs’ programme in Scotland and elsewhere in Europe.
Methodology, Methods, Research Instruments or Sources UsedGrounded theory in this study was used as it enabled me, as the researcher, to define what was happening when conducting a practitioner enquiry rather than simply the perceived rationale behind NQTs conducting a practitioner enquiry. I wanted to be able to ask the ‘why’ questions that locate the NQTs as individuals, and delve more deeply into the causes, the background, the wider social currents (Charmaz, 2020, p. 168) that they found themselves in in relation to the practitioner enquiry. The ‘strength in grounded theory is in it being a useful nodal point in which we can debate significant issues’ (Charmaz & Thornberg, 2020, p. 7). By nodal point it is meant the research finding is the central point that can be returned to when looking at greater depth in to the wider issues and questions that have emerged from the findings. For a grounded theory study to be an appropriate choice, it must be congruent with the desired knowledge and the study's purpose (Mills, et al., 2006). As the desired knowledge was around the newly qualified teacher’s perspective and experience of a practitioner enquiry, with the purpose being to bring their voices to the stage while developing a theoretical standpoint on the use of practitioner enquiry in that first year of teaching, grounded theory was appropriate. Additionally, as I used comparative methods throughout the process to enable the theory to emerge through the data collection phase, I was continually interacting with the data, a hallmark of constructivist grounded theory.
Conclusions, Expected Outcomes or FindingsThe recommendation from this research is that there needs to be a shift in understanding and promotion from enquiry as project to enquiry as stance. Such a cultural shift towards enquiry as stance for newly qualified teachers would be supportive . This shift would influence teaching professionals at all levels to consider how enquiry is positioned and talked about. The findings of this research suggest that there is clearly a disparity between the way enquiry is currently promoted (as project), the experience of the newly qualified teacher (NQT), and those of the more experienced teacher. Within teacher education, the way that enquiry is now positioned presents an opportunity for a reconsideration of the approach to practitioner enquiry. By making practitioner enquiry as a project, compulsory, and setting it as a significant element in the first year of teaching, it is not achieving the constructively critical (and reflective) approach to practice required of teachers. Rather, enquiry ‘as project’ runs the risk of turning NQTs against practitioner enquiry from the start of their careers, eroding the value teachers may place on practitioner enquiry in the future. The recommendations of this research are based on the constructed abstract understandings that emerged, and offer a guide as to how the phenomena (NQT practitioner enquiry) could be envisaged differently, rather than providing a blueprint of what that vision should be,
ReferencesCharmaz, K., 2014. Constructing Grounded Theory. London: Sage.
Charmaz, K., 2017. Invited Paper: Continuities, Contradictions, and Critical Inquiry in Grounded Theory. International Journal of Qualitative Methods, Volume 16, pp. 1-8.
Charmaz, K., 2020. "With Constructivist Grounded Theory You Can't Hide": Social Justice Research and Critical Inquiry in the Public Sphere. Qualitative Inquiry, 26(2), pp. 165-176.
Charmaz, K. & Belgrave, L., 2019. Thinking About Data with Grounded Theory. Qualitative Inquiry, 25(8), pp. 743 - 753.
Priestley, M., Biesta, G. & Robinson, S., 2015. Teacher agency: what is it and why does it matter?. In: R. Kneyber & J. Evers, eds. Flip the System: Changing Education from the Bottom Up.. London: Routledge, pp. 1-11.
Priestley, M., Miller, K., Barrett, L. & Wallace, C., 2011. Teacher learning communities and educational change in Scotland: the Highland experience. British Educational Research Journal, 37(2), pp. 265-284.
Reeves, J. & Drew, V., 2013. A productive relationship? Testing the connections between professional learning and practitioner research. Scottish Educational Review, 45(2), pp. 36-49.
Reynolds, C., 1996. Cultural scripts for teachers: Identities and their relation to workplace landscapes. In: M. Kompf, W. Bond, R. Dworet & R. Boak, eds. Changing research and practice: Teachers' professionalism, identities and knowledge. London: The Falmer Press, pp. 69-77.
Robertson, Z., 2014. Professional Update and Your Professional Learning: A Focus on Evidence and Impact. Teaching Scotland, Volume 55, pp. 25-26.
Smagorinsky, P. et al., 2004. Tensions in Learning to Teach: Accommodation and the Development of a Teaching Identity. Jounral of Teacher Education, 55(1), pp. 8-24.
Smagorinsky, P., Lakly, A. & Johnson, T., 2002. Acquiesence, accommodation, and resistence in learning to teach within a prescribed curriculum. English Education, Volume 34, pp. 187-213.
Thornberg, R., 2012. Informed Grounded Theory. Scandinavian Journal of Educational Research, 56(3), pp. 243-259.
Thornberg, R. & Charmaz, K., 2014. Grounded Theory and Theoretical Coding. In: The SAGE Handbook of Qalitative Data Analysis. s.l.:SAGE.
Thornberg, R. & Dunne, C., 2019. Literature Review in Grounded Theory. In: The SAGE Handbook of Current Developments in Grounded Theory. s.l.:s.n., pp. 206-221.
Wall, K., Beck, A. & Scott, N., 2020. The Nature and Purpose of Practitioner Enquiry. [Online]
Available at: https://www.strath.ac.uk/humanities/schoolofeducation/blog/thenatureandpurposeofpractitionerenquiry/
[Accessed 23 June 2022].
Wenger-Trayner, E. et al., 2014. Learning in Landscapes of Practice: Boundaries, identity, and knowledgeability in practice-based learning. s.l.:Routledge.
|
