Exploring an emerging landscape: A metaphor for university academics working with, in and for schools

Grundy, Shirley; Jasman, Anne; Mountford, Anne; Newbound, Peta; Phillips, Annette A.; Robison, Judy; Strickland, Lorraine; Tomazos, Diane

doi:10.1007/bf03219704

Cited by 8 publications

(10 citation statements)

References 14 publications

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“…A consequence of these types of formations is that teachers and members of university faculty not directly involved in the partnerships do not tend to share, and may not even be aware of, a common research agenda (cf. Grundy et al, 1999). To date professional research/ learning partnerships in education have not been successful in mobilising broadbased support within the partner organisations, or in sharing the pedagogical and curricula knowledge generated with colleagues not directly involved in the partnership activity.…”

Section: Research and Policy Contextmentioning

confidence: 96%

Crossing school and university boundaries to reshape professional learning and research practices

Mitchell

Hayes

Mills

2010

Professional Development in Education

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This paper examines the ways in which school teachers and university faculty can work together for the purposes of school reform, professional development and educational research. The paper describes the ongoing interactions between teachers and university personnel in two sites in Australia. Each case considers the ways in which the interaction between teachers and academics contributed to the nature of professional learning for all participants, and transcended some of the boundaries between school and university. We argue that the exchange of ideas across institutional boundaries is an important condition of professional learning within partnerships, and that the negotiation and codification of knowledge serves important research and practice purposes.

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Section: Research and Policy Contextmentioning

confidence: 96%

Crossing school and university boundaries to reshape professional learning and research practices

Mitchell

Hayes

Mills

2010

Professional Development in Education

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“…How then did we find the "emerging landscape" of Innovative Links within the school? As noted in Grundy et al (1999) the metaphor of professional knowledge landscapes and/or contexts proposed by Clandinin and Connelly (1996) was particularly relevant to our understandings of our journey. As academic associates we all knew we were going somewhere "else", and we had some sense of what it would be like based on our histories, but we were not quite sure what it would really be like.…”

Section: Project 5: Teacher Educators and Teachers Border-crossing Tomentioning

confidence: 96%

“…In this project, teacher educators moved from being researchers of teachers" practice to supporting teachers" own research designed to achieve teacher-determined school and professional development agendas. The border crossed here was in terms of the ownership and control of the project, as the teacher educator worked within the school to support the teachers, rather than pursuing their own agendas (Grundy et al, 1999). The outcomes of these projects are now presented as they constitute the "data" for this meta-analysis.…”

Section: Why These Five Research Projects?mentioning

confidence: 99%

“…In this research six "academic associates" and two teachers from the Murdoch University Roundtable formed a collaborative research group to investigate issues arising from their work in the "Innovative Links between Schools and Universities" project (Grundy et al 1999). Innovative Links emphasizes collaborative, team and partnership approaches.…”

Section: Project 5: Teacher Educators and Teachers Border-crossing Tomentioning

confidence: 99%

“…It was an example of university academics engaging in practitioner research where the practice under investigation was their own. A small-scale study of partnership formation and development was conducted through an exploration by two teachers in the research group and by the teacher educators of their own work as academic associates (Grundy et al, 1999).…”

Section: Project 5: Teacher Educators and Teachers Border-crossing Tomentioning

confidence: 99%

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A teacher educator’s professional learning journey and border pedagogy: a meta‐analysis of five research projects

Jasman

2010

Professional Development in Education

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Continuing learning is central to the professions of teaching and teacher education. Research that explores the nature of professional learning and the conditions that promote it is limited. In this paper I examine my own involvement and that of other teachers and teacher educators in five practice-based research studies in terms of our professional learning and border pedagogy. I played a key role in each project and offer an "insider" perspective through "autobiographical self-study". Each project involved crossing a border between professional knowledge contexts and explores the "journey" metaphor of professional learning. The metaphors of passport and visa are used to explore the identities and purposes for the professional learning "journey". Further metaphors for ways of "travelling" are used to interrogate the significance of identity and purpose in professional learning journeys that involve border-crossing. The benefits of border crossing for professional learning are then discussed.

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Afterword: Innovating and Researching in Schools

MacCallum

2020

Curriculum, Schooling and Applied Research

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In this chapter I bring together the different lines of research presented in this volume to examine the tensions and challenges of innovating and researching in schools and consider possible future directions. Three main strands are woven through the chapters and form part of the title of the volume: curriculum, schooling, and applied research. The sections group the chapters into challenges and issues/tensions in three “main critical areas”: global system and policy, school and teacher, and researcher. These may be the principal focus of chapters in these sections, but every chapter addresses some aspects of the other areas, revealing that even though authors may foreground one area or plane for the purpose of analysis (Rogoff, 2003) all areas are necessary to provide a holistic view.

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Exploring an emerging landscape: A metaphor for university academics working with, in and for schools

Cited by 8 publications

References 14 publications

Crossing school and university boundaries to reshape professional learning and research practices

Crossing school and university boundaries to reshape professional learning and research practices

A teacher educator’s professional learning journey and border pedagogy: a meta‐analysis of five research projects

Afterword: Innovating and Researching in Schools

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