Pracademic productive friction: boundary crossing and pressure points

Abstract

PurposeProductive friction (Ward et al., 2011) can exist as pracademics cross between boundaries of their different identities. Through an exploration of the self-perception of two collaborating pracademics, this paper will consider that organisational and occupational (Evetts, 2009) elements exist that generate professional friction for pracademics.Design/methodology/approachUsing two consecutive Lesson Study cycles as a boundary object, the authors will consider their pracademic identity through a spatial approach. Their perceptions are expressed through semi-structured qualitative interviews and subsequent thematic analysis. This analysis is then explored through Engeström's (2001) learning stages to consider how pracademics interact within the contradictions of their identities and within their context and their work.FindingsTime, purpose, integration and collaboration are all elements that impact on pracademic identities. For each one of these themes, pracademics both experience friction and find resolutions. As these themes vary, there are also moments of unresolved friction, where the pracademics maintain their work based on their enthusiasm alone. Constraints on time and the visibility of pracademic emerge. Exploring these pressure points and their resolutions is key to understanding how pracademics can be further supported by other professionals.Originality/valueWhile it is not possible to draw large conclusions from the experiences and perceptions of two primary-school-based pracademics, their experiences and understanding of contextual pressure points may facilitate the support of other pracademics and resonant with their experiences, particularly if they are using Lesson Study.

Afterward? Moving onwards for developing pracademia and pracademics in education

“…This was not only a practical issue of workload, it was intrinsically linked to the challenges of changing and fragile dual identities as a practitioner and scholar. Mynott and Zimmatore (2021) explain:…”

“…Could and should our enthusiasm be the only thing to maintain us? (Mynott and Zimmatore, 2021) Hence, pracademics can be the creators of new space for professional collaboration and the designers, leaders, and contributors to collaborative professional learning and networking; yet, opportunities for pracademics to network with each other and to support each other in this role and work are also vital. This Special Issue is in itself an important opportunity in giving voice and visibility to pracademics.…”

“…While this can be motivating and exciting, pracademics have challenging roles and work. For example, Mynott and Zimmatore (2021) explain how the "duality to our identities" contributed to frictions and frustrations in attempting to facilitate cycles of lesson study as both practitioners and academics. Hollweck et al (2021) also reinforce the nature and challenges of pracademics having multiple and changing identities, concluding "Ultimately, pracademics are different from both practitioners and academics; they possess the mindset of both, yet exclusively belong to neither group."…”

Establishing a lesson study collaboration matrix

“…In addition to this, avoidance can result from LS meetings being hard to schedule, reducing the collective learning potential. This can manifest in LS meetings ceasing to function with LS cycles being cut short (Mynott and Zimmatore, 2021;Schipper et al, 2021;Alwadi et al, 2020;Widjaja and Vale, 2020;Mynott, 2019).…”

“…Often the safe space needed for professional discussion has not been established (very secure code), leading to participants not feeling confident in expressing their views (Mynott and Zimmatore, 2021;Quaresma, 2020;Mynott, 2019;Robutti et al, 2016) and that group dynamics, in the form of power imbalances, hinder group learning (Moghaddam et al, 2020;Skott and Møller, 2017;Cajkler and Wood, 2015;Dudley, 2013;Hall, 2013). Therefore, the failure to create a safe, equitable learning environment can cause dysfunction.…”