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ERIC Number: EJ829979
Record Type: Journal
Publication Date: 2009-Mar
Pages: 9
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0965-0792
Unpacking Variety in Practitioner Inquiry on Teaching and Teacher Education
Orland-Barak, Lily
Educational Action Research, v17 n1 p111-119 Mar 2009
Different communities of research practice (action research, teacher research, lesson study, self-study, participatory action research, and the scholarship of teaching) claim to hold an idiosyncratic status and identity in relation to questions of purpose, methods of inquiry, modes of representation, conceptualization of the process and outcomes, and ways of assessing the quality of the work. Taken together, they illustrate 'different local forms' grounded in ontological, epistemological, and methodological orientations to ways of knowing in practitioner inquiry. This paper elaborates on two emergent themes that unpack synergies, boundaries and tensions across inquiries: practitioner inquiry as a paradigm for change, and practitioner inquiry as a practice of variety. Drawing on Giroux's notions from critical pedagogy, I propose a framework of critical questions to re-examine forms of practitioner inquiry through questions that consider moral, political and ideological implications and commitments. These questions invite future dialogue between the 'varieties' of practitioner research.
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Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A