'Action Research as a Strategy for Teacher Development' & ‘The development of school-based Learning Study and Stenhouse’s idea of the Teacher as Researcher’

Duration: 1 hour 43 mins

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Description:	Action Research - Presenters: Professor Colleen McLaughlin (University of Sussex and University of Cambridge), Dr Ros Mclellan, Michael Fordham and Nazipa Ayubayeva (University of Cambridge) School-based Learning - Presenter: Professor John Elliott, Chief Editor of the International Journal of Lesson and Learning Studies (IJLLS) and the Journal of the World Association of Lesson Studies (WALS).

Created:

2014-05-30 09:41

Collection:

Kazakhstan programme open seminar series

Publisher:

University of Cambridge

Faculty of Education

Language:

eng (English)

Distribution:

World

(downloadable)

Keywords:

action research; school-based learn; Stenhouse; Teacher-as-researcher; Teacher Development;

Credits:

Person:	Prof. Colleen McLaughlin
Person:	Dr. Ros McLellan
Person:	Michael Fordham
Person:	Nazipa Ayubayeva
Person:	Prof. John Elliott

Explicit content:

Aspect Ratio:

16:9

Screencast:

Yes

Bumper:

UCS Default

Trailer:

UCS Default


Abstract:	Action Research - This presentation will examine the use of action research as a strategy for the development of practice and reflection in Kazakhstan. The programme of developing action research has been running for nearly two years in a group of schools in Kazakhstan and has been evaluated and reflected upon by the team of academic staff and their school based partners involved in the development. The seminar will examine the area of action research in general and this programme in particular. School-based Learning - A theory informed approach to collaborative action research in classrooms and schools, called Learning Study, has emerged in Hong Kong, Sweden, and Austria. It has much in common with Stenhouse’s original idea of the ‘Teacher as a Researcher’. It consists of a unique integration, forged initially in Hong Kong by Lo Mun Ling and her co-workers, of Variation Theory, developed by Ference Marton and his co-workers in Sweden, and Japanese Lesson Study. Although the latter has rapidly internationalised across the USA, South Asia, and Europe over the last decade what is now known as Learning Study is more focussed on students’ experience of learning, and provides teachers and collaborating curriculum/ pedagogical experts with a common language for the analysis and development of practice. The author will demonstrate that Learning Study, which he evaluated in Hong Kong, shares many critical features in common with Stenhouse’s idea of the Teacher as Researcher, and as such holds out the original promise that teachers might finally take control over the systematic development of a shared stock of pedagogical knowledge. Learning Study it will be argued is now at the cutting edge of the development of action research theory and practice.

Abstract:

Action Research - This presentation will examine the use of action research as a strategy for the development of practice and reflection in Kazakhstan. The programme of developing action research has been running for nearly two years in a group of schools in Kazakhstan and has been evaluated and reflected upon by the team of academic staff and their school based partners involved in the development. The seminar will examine the area of action research in general and this programme in particular.

School-based Learning - A theory informed approach to collaborative action research in classrooms and schools, called Learning Study, has emerged in Hong Kong, Sweden, and Austria. It has much in common with Stenhouse’s original idea of the ‘Teacher as a Researcher’. It consists of a unique integration, forged initially in Hong Kong by Lo Mun Ling and her co-workers, of Variation Theory, developed by Ference Marton and his co-workers in Sweden, and Japanese Lesson Study. Although the latter has rapidly internationalised across the USA, South Asia, and Europe over the last decade what is now known as Learning Study is more focussed on students’ experience of learning, and provides teachers and collaborating curriculum/ pedagogical experts with a common language for the analysis and development of practice. The author will demonstrate that Learning Study, which he evaluated in Hong Kong, shares many critical features in common with Stenhouse’s idea of the Teacher as Researcher, and as such holds out the original promise that teachers might finally take control over the systematic development of a shared stock of pedagogical knowledge. Learning Study it will be argued is now at the cutting edge of the development of action research theory and practice.

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'Action Research as a Strategy for Teacher Development' & ‘The development of school-based Learning Study and Stenhouse’s idea of the Teacher as Researcher’