The role of common knowledge in achieving collaboration across practices

Edwards, Anne

doi:10.1016/j.lcsi.2012.03.003

Cited by 142 publications

(110 citation statements)

References 23 publications

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“…My own work on relational expertise and relational agency (Edwards, 2010(Edwards, , 2012 plays to this suggestion and has implications for ITE and teachers' continuing professional development. Both concepts point to how professional agency, the capacity to make strong evaluations, interpret complex problems and bring to bear the best resources available to work on them is accomplished through working relationally.…”

Section: Implications For the Teaching Professionmentioning

confidence: 99%

Recognising and realising teachers’ professional agency

Edwards

2015

Teachers and Teaching

Self Cite

121

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Section: Implications For the Teaching Professionmentioning

confidence: 99%

Recognising and realising teachers’ professional agency

Edwards

2015

Teachers and Teaching

Self Cite

121

View full text Add to dashboard Cite

“…Unknown to us at the time was the deep need for shared expertise that generated a common knowledge of the intervention goals, processes and potential outcomes. Shared expertise combines the unique expertise of researchers and teachers to bridge practice boundaries for rich knowledge exchange that yields common knowledge (Edwards, 2012). It involves the ability for stakeholders to recognize the standpoint of others and to be explicit and comprehensible when discussing their own interpretations and ways of responding to the problem they are working to solve.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Implementation Strategies in a School-wide Vocabulary Intervention

Roskos¹,

Moe²,

Rosemary³

2017

JETS

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From an improvement research perspective, this study explores strategies used to implement a school-wide vocabulary intervention into language arts instruction at an urban elementary school. Academic language time, an innovative change in the instructional delivery system, allots time and structure for deliberate teaching of cross-disciplinary academic vocabulary as a routine practice in the language arts block. Implementation included a set of core strategies delivered by a university-school purveyor team. Implementation evidence consisting of survey, observation, and interview data was collected over one school year. Quantitative and qualitative analytic techniques were applied to determine effectiveness of the implementation strategies. Results identify strategy characteristics that supported or impeded the implementation process, the valence of strategy patterns, and areas for improvement. The strategy analysis provides fine-grained descriptive information that informs the specification and description of implementation strategies for purposes of innovation and change.

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“…This congruence of PRA and CHAT has meant that we have been able to draw on the three conceptual tools within the CHAT tradition, which are at the core of this collection: common knowledge, relational expertise, and relational agency (See Chapter 1 and Edwards, 2010Edwards, , 2012. These tools have allowed us, as a research team, to interrogate and analyse the responsive pedagogies within and across the three pilot sites.…”

Section: Understandings Of Action Researchmentioning

confidence: 99%

Building Common Knowledge: Negotiating New Pedagogies in Higher Education in South Africa

Walters

Daniels²,

Weitz³

2017

Working Relationally in and Across Practices

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Discussions in this chapter are located within an action research-based study which aims at supporting the integration of enhanced pedagogies in one university in South Africa. The study recognises that even full-time funded students in Higher Education face economic pressures which mean that student employment alongside full-time study is approaching the norm. It also recognises that this situation has implications for the pedagogies that are used by university departments, whether students are preparing directly for the professions or undertaking more open-ended courses. In this chapter we focus on how one university initiative to create more responsive pedagogies has been negotiated into the practices of three departments in one university with a strong history of engaging first generation university students who are poor.In particular, we draw on the idea of common knowledge to explain how new understandings of pedagogy are negotiated into the practices by the core team and are then deployed institutionally. We identify and discuss the political nature of organisational innovation and the building of common knowledge, through discussing an illustrative 'moment' from the research project and the participatory research approach that we adopt. The chapter brings together analytic resources of cultural-historical theory, a participatory research approach and, in particular, ideas of relational expertise, common knowledge and relational agency.

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The role of common knowledge in achieving collaboration across practices

Cited by 142 publications

References 23 publications

Recognising and realising teachers’ professional agency

Recognising and realising teachers’ professional agency

An Analysis of Implementation Strategies in a School-wide Vocabulary Intervention

Building Common Knowledge: Negotiating New Pedagogies in Higher Education in South Africa

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