NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1059899
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1354-0602
Seeking for the Unwelcome Truths: Beyond Celebration in Inquiry-Based Teacher Professional Learning
Mockler, Nicole; Groundwater-Smith, Susan
Teachers and Teaching: Theory and Practice, v21 n5 p603-614 2015
This paper seeks to interrupt the dominant discourse of action research that emphasises the celebration of achievements, paying less attention to the "unwelcome truths" that can sometimes be revealed. Building on our work in supporting inservice teacher professional learning thorough practitioner research in contexts such as the Coalition of Knowledge Building Schools, we examine the capacity of practitioner inquiry and student voice to contribute to teachers' broader professional knowledge base. Welcoming "unwelcome truths" requires a robustness on the part of teachers, an openness to the professional learning and growth that can ensue from genuine critique and reflection. Among other things, asking questions of young people in schools can sometimes yield new and challenging insights into school and learning. We draw on examples from our work with schools and teachers to consider what might be done to make these "unwelcome truths" the basis for the reconceptualisation of practice and catalysts for the ongoing formation of teacher professional identity.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United Kingdom (England)