Bridging between Research and Practice : Supporting Professional Development through Collaborative Studies of Classroom Teaching with Technology / by Sara Hennessy.

Format:

Book

Author/Creator:

Hennessy, Sara, Author.

Series:

Professional Learning

Language:

English

Subjects (All):

Education.

Local Subjects:

Education.

Physical Description:

1 online resource (390 p.)

Edition:

1st ed. 2014.

Place of Publication:

Rotterdam : SensePublishers : Imprint: SensePublishers, 2014.

Language Note:

English

Summary:

This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory – through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially. The book reflects upon the power of lesson video review and details how the co-inquirers negotiated “intermediate theory” – bridging educational theory and specific settings – framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique – not models of “best practice”. The resources make pedagogy explicit and vividly illustrate the book’s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources. The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes – springboarding teachers’ further critique and professional learning. “I cannot recommend this book too highly … it weaves a complex developmental story with a range of facets. It emphasises clearly the rigour of the research that was conducted, while demonstrating the complexity of the inter-relationships, practices and issues for both teachers and researchers in developing practical and theoretical knowledge. Its graphic insights through text and associated media provide exemplars for teachers and those who work with teachers as a rich resource. It shows us all what can be achieved and the means of achieving it.” Prof. Barbara Jaworski, University of Loughborough.

Contents:

Preliminary Material

Developing a Framework for Researcher–Practitioner Partnership: Using Theory to Understand Classroom Practice

Case Study One: Supporting Knowledge Co-Construction in History / Rosemary Deaney , Arthur Chapman , Sara Hennessy and Lloyd Brown

Case Study Two: Supporting Active Learning in Science / Sara Hennessy and Chris Tooley

Case Study Three: Fostering Collaborative Interpretation of Poetry in English / Sara Hennessy and Jackie Bullock

Looking Across Subjects and Settings

Developing the Methodology: A Study of Dialogue and Interactive Whiteboard Use Across Three Subject Areas

Reflections on the Methodological Approach: Theory Building Through Collaborative Video Analysis

Designing a Framework for Teachers’ Professional Learning: Using Intermediate Theory to Develop Classroom Practice

The Impact of Research Collaboration on Professional Learning and Practice

Teacher-led Professional Development Using a Multimedia Resource to Stimulate Change in Mathematics Teaching / Sara Hennessy , Anne Bowker , Mark Dawes and Rosemary Deaney

Using Theory in Research to Stimulate New Ways of Framing and Supporting Classroom Dialogue / Sara Hennessy and Paul Warwick

Conclusions and Future Directions

Appendices

References

Glossary

About the Author

Other Contributors.

Notes:

Description based upon print version of record.

Includes bibliographical references.

Description based on publisher supplied metadata and other sources.

ISBN:

9789462094345

9462094349

OCLC:

876374989

Access Restriction:

Open access Unrestricted online access