Teachers as researchers and the issue of practicality

Abstract

Practitioner research should be sufficiently trustworthy and useful. We argue, however, that although criteria of trustworthiness are rather well developed, criteria of usefulness are not. As a result, the longterm impact of practitioner research is rather disappointing because, we contend, it tends to lack practicality. We used theories of classroom ecology, goal systems and how people make decisions in complex situations, to conceptualise practicality from a teacher's perspective. By applying our theoretical framework to the case of Jane we provide insight into how and why trustworthiness and usefulness can be met while practicality is typically undermined. Jane conducted an excellent practitioner research project in the context of her teacher training under what would be considered 'ideal' conditions, but the long-term impact on her teaching practice was low. We conclude with suggestions for making practitioner research more attuned to practicality, i.e. the nature of practice and practical decision making.

Formation of research culture of students in the teaching of physics in higher education

“…Methodical training of future physics teachers in pedagogical universities is carried out within a specially organized educational structure [6].…”

Fostering philosophy teachers' disciplinary writing practice: A multiple-case design study

“…Previous research has shown that innovative methods should be easily applicable for teachers. Demands regarding practicality (instrumentality, congruence, and low cost; Westbroek et al, 2020) should thus be considered. Accordingly, the unit should be open to contextual modifications.…”

Writing to Learn History: An Instructional Design Study

“…As teachers commonly find it difficult to teach reading and writing strategies, the instruction must be made as easily integrable as possible, for them to maximize practicality. Practicality can be divided into three criteria, all related to classroom ecology and a teacher's goal system (Westbroek et al, 2020). A first criterion is instrumentality: are procedures available to show how the innovation should be implemented?…”

“…If the teacher does not have good understanding of the reasoning behind a certain learning activity, there is a risk of conducting, or adapting, the learning activity in a non-constructive way: it may become much less meaningful. Previous research has shown that individuals rely on heuristics, when situations become complex, and time and information are limited (Westbroek et al, 2020). Thus, a teacher with a clear understanding of his own heuristics, and of the goals behind the material should be the goal.…”