Creating spaces for critical transformative dialogues: Legitimising discussion groups as professional practice

Transforming professional learning: Educational action research in practice

“…There was significant meta-cognitive awareness amongst participants – a situation that is not so readily apparent (or able to be cultivated) in the hurly-burly of daily work practices. There were traces of transformation of understanding as teachers engaged in sayings in the form of ‘collaborative analytic dialogues’ (Edwards-Groves, 2013) involving reflecting critically on what they understood to be enabling and constraining their teaching. In this way, a process of transformation occurred within an intersubjective space in which participants were engaged in particular doings, sayings and relatings, which enabled their learning, evident in how it challenged them to think differently about their practice.…”

“…It is the specificity of these doings, sayings and relatings that we seek to highlight, particularly through the dialogic spaces created by teachers as they seek to make sense of their practice. These spaces become, arguably, a potentially transformative environment shaped in and through the dialogue that unfolds (Edwards-Groves, 2013). Engaging in collaborative dialogue through action research enables teachers to understand, reconceptualize and potentially transform their learning practices.…”

Vol 10 No 2 (2020)

“…Ten studies examined the close link between TEs' professional development and agency. Shared learning and collaborative analytical dialogue within professional communities empowered TEs' collective agency and identity and counteracted the effects of managerial governance on professionalism (Edwards-Groves, 2013;Hökkä, Vähäsantanen & Mahlakaarto, 2017). And collaboration between Dutch TEs and educational researchers fostered TEs' individual and collective agency in an intervention research, where everybody took the role of a researcher and learner (Bronkhorst, Meijer, Koster, Akkerman & Vermunt, 2013).…”

“…Giving them individual or collective ownership of the purpose of their learning processes is a condition for their agency to shape and being shaped by professional development. The findings suggest that professional development, nurturing individual and collective agency, helps TEs step out of professional isolation, interrogate the audit and performative culture of their workplaces, carve out a space to regain professional responsibility and autonomy, and create new possibilities for professionalism (Bronkhorst et al, 2013;Edwards-Groves, 2013;Hökkä et al, 2017;Taylor et al, 2014). And by engaging in collaborative professional learning communities and critical reflection, they develop the stance and knowledge needed to become agents of change in the educational or broader societal landscape (Mandikonza & Lotz-Sisitka, 2016).…”

Ομάδες Πρωτοβουλίας Και Επαγγελματικής Ανάπτυξης Εκπαιδευτικών Με Τη Συμμετοχή Σχολικού Ψυχολόγου Και Της Διοίκησης Σχολείου

“…Εκεί πρέπει να δημιουργηθεί ο χώρος, ώστε να προκύψει ο διάλογος μεταξύ των εκπαιδευτικών μέσα σε ομάδες, Ο διάλογος είναι μία βασική αρχή στην οποία βασίζεται η μάθηση, άρα και επαγγελματική ανάπτυξη του εκπαιδευτικού μέσα στο σχολείο(MacBeath et al, 2009). Ο διάλογος αποτελεί σημαντικό εργαλείο για την επαγγελματική πρακτική, καθώς μέσα από την επιχειρηματολογία που αναπτύσσεται σε τέτοιες περιπτώσεις, προκύπτει παρουσίαση και αξιολόγηση του εκπαιδευτικού έργου(Edwards- Groves, 2013).Επίσης ένας άξονας που αφορά στην επαγγελματική ανάπτυξη του εκπαιδευτικού και την αυτόνομη δράση του, είναι το αίσθημα της αυτονομίας του εκπαιδευτικού, το οποίο σχετίζεται με την ένταξη του έργου του στην ευρύτερη κουλτούρα του σχολείου στο οποίο ανήκει. Όταν συνδεθεί το έργο του εκπαιδευτικού με το κοινωνικό πλαίσιο του σχολείου και την κουλτούρα του σχολείου αυξάνεται το επίπεδο της επαγγελματικής του αυτονομίας(Osses, 2008).…”