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ERIC Number: EJ995054
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0965-0792
What Is Distinctive about Museum Pedagogy and How Can Museums Best Support Learning in Schools? An Action Research Inquiry into the Practice of Three Regional Museums
Foreman-Peck, Lorraine; Travers, Kate
Educational Action Research, v21 n1 p28-41 2013
It seems uncontroversial to claim that museums are unique places of interest with the potential to inspire learners, yet what this means and how it is managed are complex questions. Museum educators' work is currently shaped by accountability requirements typically expressed as visitor targets. Centralised teaching and learning initiatives are presented as "good practice". In opposition to these factors, the action research inquiry discussed here set out to enable the participants to research and reflect upon the challenges of their individual contexts, and to develop ideas for practice that were "bespoke". Deliberation on particular predicaments raised important issues, such as the relationship between schools and museums; the educational value of museums to schools; and the distinctive nature of museum pedagogy. A group of museum educators began with the question: "How can we support teachers in integrating learning in a museum, with the school curriculum, to help raise pupil attainment"? The paper tells the story of the project and includes reflections on the use of action research as a method of personal professional development and organisational problem-solving. (Contains 4 notes.)
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 - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)