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Contribution
This paper presents an approach to practitioner research that is based on deliberative inquiry via Curriculum Workshops. While "deliberative inquiry" denotes a formal process of inquiry about curricular issues, the term "Curriculum Workshop" represents a discursive approach to curriculum development, based on Schwab's concept of "deliberative groups". It is rooted in the idea that deliberation on curricular issues is a social process that has to be educationally legitimated. Deliberative inquiry via Curriculum Workshops promises to bridge the gap between theory and practice in educational research. It refers to Schwab's idea of "the practical" that assumes that both theory and practice are forms of inquiry rather than separate the territories of researchers and teachers. The second part presents a procedure for respondent validity that allows to assess the trustworthiness of deliberative inquiry. The data were collected in a case study on best practices in school-based teacher education. While the first part fousses on the theoretical discussion of a method of practitioner research that is based on deliberation, collboration in a Curriculum Workshop and educational legitimation, the second part elaborates an assessment method for respondent validitiy in terms of the trustworthiness of different stages of the approach. The assessment study is interpretative and implies the argumentation about the adequacy of qualitative criteria for the various steps of a Curriculum Workshop.There are two main outcomes. The first is a new approach to practitioner research that is grounded in educational theory and that supports collaboration among teachers, researchers and other stakeholders of educational reform. It was developed to collect data that can be immediately used by teacher educators and teachers to improve practice and that contributes to the professional learning of all participants.The second outcome is an assessment matrix to be used to check the respondend validy of "deliberative inqiry". The assessment is conducted to critically discuss the potential and the limits of this approach that implies a variety of resources and the users' awareness of discourse rules and norms for theme-centered interaction. Moreover, it provides information about ways to improve deliberative inquiry. Frey, K. (ed) (1981) Curriculum-Konferenz: Gebiet Mikroprozessor (Kiel IPN Report 45).Mulder, M. and Thijsen, A. (1990) Decision making in curriculum conferences: a study of convergence of opinion. In Journal of Curriculum Studies, 22 (4) 343-360.Reid, W.A. (2002) The Character of Curriculum Research Within a Practical Perspective. (http://condor.depaul.edu/~ppereira/courses/reid.6.htm). Schwab, J.J. (1983) The Practical 4. Something for Curriculum Professors to Do. Curriculum Inquiry 13 (3), 239-265. Yin, R. (1984) Case study research design and methods (2nd ed.) (Beverly Hills, CA: Sage Publishing). Zeichner, K. M., and Noffke, S. E. (2001) Practitioner research. In V. Richardson (ed), Handbook of Research on Teaching (Fourth ed., Washington, DC: American Educational Research Association) 298-330. Journal of Curriculum Studies
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