Realising and extending Stenhouse's vision of teacher research: the case of English history teachers

Fordham, Michael

doi:10.1002/berj.3192

Cited by 18 publications

(7 citation statements)

References 28 publications

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“…In recent years, teacher research is seen as a means of professional development. By deploying the tools of classroom-based action research, teachers might reflect further on their own practice to establish greater professional autonomy (Fordham, 2016).…”

Section: Teachers' Action Researchmentioning

confidence: 99%

The Role of Critical Friends in Action Research: A Framework for Design and Implementation

Noor

Shafee

2021

Practitioner Research

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The primary purpose of action research carried out by teachers is to improve their own educational and pedagogical practices in a specific context. However, teachers need to develop a more critical stance on their practice to interrogate and validate their action research systematically. Literature suggests that action research can be strengthened through the involvement of critical friends who can ask provocative questions, provide data to be examined through another lens, and offer a critique of a person’s work as a friend. This narrative review paper seeks to emphasize the role of critical friends and propose a critical friend framework that can be integrated into action research studies. It extensively reviews the role of critical friends in action research with illustrations from previous studies. It offers a critical friend’s protocol according to the action research process of self-reflective cycles, namely reconnaissance, planning, action and observation, and reflection. It is therefore suggested that teachers should consider the incorporation of critical friends into their action research studies.

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Section: Teachers' Action Researchmentioning

confidence: 99%

The Role of Critical Friends in Action Research: A Framework for Design and Implementation

Noor

Shafee

2021

Practitioner Research

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“…have used Fordham's (2015) definition of a published 'discourse' where themes have emerged which have been addressed by a number of teachers and/or researchers in their writing, with subsequent teachers and/or researchers advancing the conversation further by explicit reference to those who wrote before (p.139). In surveying these two territories, I have discerned a systemic lack of communication between the two discourses.…”

Section: English History Teachers' 'Extended Writing Movement'mentioning

confidence: 99%

“…Furthermore, the 'extended writing movement' has largely been teacher-led. Consequently, many academics might not recognise the movement as an academic discourse which is cumulative, theoretically powerful and generative (Counsell 2011a(Counsell , 2011bFordham 2015). In short, even when potentially fruitful crossfertilisation might have taken place systematic measures have not yet been taken to maximise the yield, resulting in unnecessary duplication and wastage in labour and resourcing.…”

Section: Unwitting Cross-fertilisationmentioning

confidence: 99%

From divergent evolution to witting cross‐fertilisation: the need for more awareness of potential inter‐discursive communication regarding students' extended historical writing

Carroll

2017

The Curriculum Journal

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History education stakeholders in England have consistently judged that some students find formal historical writing prohibitively difficult due to the demands of constructing an extended argument. While policy makers have agreed students need support in their historical writing, recurring themes in centralised resourcing have been wastage, incoordination and replication. Furthermore, two concurrent but largely disconnected discourses have developed and promulgated initiatives relevant to students' extended historical writing: 'genre theorists' and the 'history teachers' extended writing movement'. Despite certain goals held in common participants in the two discourses have tended to talk past one another with concomitant issues in resourcing. Unsystematic, cross-fertilisation between the discourses has led to cycles of genre theory being collectively discovered, forgotten, and rediscovered by history teachers with knowledge not being built cumulatively. Furthermore both discourses have independently developed similar initiatives in a form of convergent evolution resulting in duplication of labour. Finally, divergent evolution has occurred where genre theorists have advocated approaches that are increasingly redundant for history teachers' requirements. A more activist stance is therefore required to ensure meaningful inter-discursive communication between genre theorists and the history teachers' 'extended writing movement' to ensure efficacy in developing approaches to improving students' extended historical writing.

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“…My primary goal, therefore, was not to weigh the effectiveness of a method so much as to contribute to professional theorising about the nature of a framework as a curricular goal. Its indirect, practical manifestations in student work thus acted as a medium for my own curricular theorising (Fordham, 2015). What follows is the story of an exploratory case study (Yin, 2008) investigating how a framework was manifested in my students' subsequent thinking about the historical significance of a particular event, the Haitian revolution (Stuurman, 2005).…”

Section: Introductionmentioning

confidence: 99%

Exploring historical ‘frameworks’ as a curriculum goal: a case study examining students’ notions of historical significance when using millennia‐wide time scales

Carroll

2016

The Curriculum Journal

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History teachers, teacher-researchers, government agencies and history education academics in England often report that students are frequently incapable of producing complex, polythetic or developmental narratives over long time scales. This lack of an overview tends to result in deficiencies in their application of the key concepts of the discipline. Consequently Shemilt has recommended the use of synoptic, millennia-wide 'frameworks' of knowledge in order to counteract these issues. With some notable exceptions, however, practising history teachers have appeared sceptical of the benefits of such an approach. I conducted an exploratory case study investigating in what ways a pre-taught framework, in which I had responded to some practitioners' criticisms, appeared to be manifested in my students' subsequent thinking regarding historical significance. My goal was to contribute to professional curricular theorising about what constitutes a framework and how it might be expressed as a curricular goal. Themes were derived from pupils' writing, lesson evaluations, group interviews and observations. Possible curricular goals that were characterised in the students' work included the pupils producing millennia-wide narratives based on colligatory generalisations and assessments of historical significance incorporating scale-shifting over long time scales.

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Realising and extending Stenhouse's vision of teacher research: the case of English history teachers

Cited by 18 publications

References 28 publications

The Role of Critical Friends in Action Research: A Framework for Design and Implementation

The Role of Critical Friends in Action Research: A Framework for Design and Implementation

From divergent evolution to witting cross‐fertilisation: the need for more awareness of potential inter‐discursive communication regarding students' extended historical writing

Exploring historical ‘frameworks’ as a curriculum goal: a case study examining students’ notions of historical significance when using millennia‐wide time scales

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