NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ901367
Record Type: Journal
Publication Date: 2010-Sep
Pages: 16
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0305-764X
Blurring the Boundaries: Connecting Research, Practice and Professional Learning
Hedges, Helen
Cambridge Journal of Education, v40 n3 p299-314 Sep 2010
Educational researchers can incorporate benefits for themselves and teacher participants by planning for interactions between research, practice and teachers' professional learning from the outset of a project. However, the dual role of a researcher as a professional learning partner has rarely been explicated and theorised in studies of teacher-researcher relationships. The study described in this paper occurred in the context of early childhood education. The notion of a critical friend was extended and validated as a useful theorisation of the relationship. Four ways that I acted as a critical friend are described. The expertise, roles, boundaries and hybridity of a co-constructed approach to research are discussed. The importance of a researcher as critical friend having research and theoretical knowledge to shift teacher knowledge and practice is argued. Implications for teacher-researcher partnerships in terms of strengthening coherence between research, practice and professional learning are suggested.
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 - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand