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Rethinking Educational Practice Through Reflexive Inquiry

Essays in Honour of Susan Groundwater-Smith

  • Book
  • © 2011

Overview

Editors:
  1. Nicole Mockler

    1. University of Newcastle, Ourimbah, Australia

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    You can also search for this editor in PubMed   Google Scholar

  2. Judyth Sachs

    1. Macquarie University, Sydney, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • The book brings together perspectives from a range of key scholars and practitioners
  • The book explores practical, political and theoretical dimensions of action research/practitioner inquiry
  • The book provides a contemporary exploration of the links between practitioner inquiry and teacher professional learning
  • Includes supplementary material: sn.pub/extras

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Table of contents (18 chapters)

  1. Front Matter

    Pages 1-1
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  2. Practitioner Inquiry

    1. Front Matter

      Pages 9-9
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    2. Rethinking Educational Practice Through Reflexive Inquiry: An Introduction

      • Nicole Mockler, Judyth Sachs
      Pages 1-8

    3. A Self-Reflective Practitioner and a New Definition of Critical Participatory Action Research

      • Stephen Kemmis
      Pages 11-29

    4. Localisation or Globalisation? The Dynamic Variations of Action Research

      • Bridget Somekh
      Pages 31-48

    5. Inquiry-Based Professional Learning in Educational Praxis: Knowing Why, What and How

      • Petra Ponte, Jan Ax
      Pages 49-60

    6. Patterns of Partnership: Student Voice, Intergenerational Learning and Democratic Fellowship

      • Michael Fielding
      Pages 61-75

    7. Cooperation, Collaboration, Challenge: How to Work with the Changing Nature of Educational Audiences in Museums

      • Lynda Kelly, Pauline Fitzgerald
      Pages 77-88

    8. Creating Spaces for Practitioner Research: Strategic Leadership to Create a Third Space for Practitioner Enquiry in an Authentic Professional Learning Community

      • Greg Elliott
      Pages 89-104

    9. The English Masters in Teaching and Learning: A New Arena for Practitioner Inquiry?

      • John Furlong
      Pages 105-119

  3. Teachers' Work and Learning

    1. Front Matter

      Pages 121-121
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    2. Becoming and ‘Being’ a Teacher: Understanding Teacher Professional Identity

      • Nicole Mockler
      Pages 123-138

    3. Connecting Inquiry and Professional Learning: Creating the Conditions for Authentic, Sustained Learning

      • Anne Campbell
      Pages 139-151

    4. Skilling or Emancipating? Metaphors for Continuing Teacher Professional Development

      • Judyth Sachs
      Pages 153-167

    5. Towards an Ecology of Teacher Collaboration on Research

      • Colleen McLaughlin
      Pages 169-181

    6. The Insider and Outsider Model of Professional Learning

      • Jane Hunter, Jane Mitchell
      Pages 183-196

    7. Professional Learning in an Across School Network: An Epidemic of Passion?

      • Kris Needham
      Pages 197-211

    8. Extending Connections: Linking Support for Teachers Engaging in and Using Research with What Is Known About Teacher Learning and Development

      • Philippa Cordingley
      Pages 213-227

    9. Changing Teachers’ Work in Australia

      • Bob Lingard
      Pages 229-245

    10. Postscript: Vale Shirley Grundy

      • Susan Groundwater-Smith
      Pages 247-250
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Keywords

About this book

Susan Groundwater-Smith is one of the most influential voices in the world of educational practitioner inquiry. The convener in Australia of the Coalition of Knowledge Building Schools, she is a staunch advocate of innovative methods of practitioner inquiry with a particular emphasis upon student voice and the use of images in capturing young people’s perspectives on their learning experience. So it is more than fitting that this unique text on practitioner inquiry and teacher professional learning is dedicated to her.

Rethinking Education Practice Through Reflexive Inquiry is a compilation of essays that explore contemporary issues in practitioner inquiry and action research from the perspective of both university-based and school-based authors. The essays discuss the practical, political and theoretical dimensions of practitioner inquiry, advancing the argument that the adoption of an inquiring approach to practice is both an integral dimension of teachers’ work in the modern school as well as critical to effective and authentic professional learning. And the essays draw on the work of Groundwater-Smith to demonstrate the benefits brought to bear on schools, teachers and learners when the complex nature of the relationship between inquiry and practice is understood and acted upon in pursuit of democratic knowledge interests.

Editors and Affiliations

  • University of Newcastle, Ourimbah, Australia

    Nicole Mockler

  • Macquarie University, Sydney, Australia

    Judyth Sachs

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