NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ830909
Record Type: Journal
Publication Date: 2006-Sep
Pages: 16
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-0965-0792
Creating Case Studies of Practice through Appreciative Inquiry
Clarke, Helen; Egan, Bridget; Fletcher, Lynda; Ryan, Charly
Educational Action Research, v14 n3 p407-422 Sep 2006
Taking a positive view is a fruitful way to prompt educators to reflect on and to develop their practice. Teachers, teacher educators and children bring a wide range of ideas that provide a powerful basis for developing understanding of the complexities of classroom practice. Using appreciate inquiry the authors show how they developed their understanding of professional development as they worked with groups of teachers who investigated their science teaching practice with young children and produced case studies of practice. The authors also show how the roles and ideas of themselves as university tutors were challenged and emerged to suit the range of contexts involved. Their view of Continuing Professional Development was influenced by the lived experiences of the teachers and themselves. They worked to systematise learning through identifying commonalities of experience and reflection along four dimensions: creating spaces for growth; working with emergent purposes; action research as rhizomatic growth; and collaborative and collective action. The rich variety of outcomes shows the value of creating space for growth for children and for adults. The energy and enthusiasm liberated motivated the participants to explore their worlds in ways that were difficult to predict at the start of the project. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom