10 SES 01 E JS, The Professional Learning Impact of Practitioner Inquiry
Joint Paper Session NW 01 and NW 10
The model of teacher as researcher can be largely traced back to the work of Stenhouse (1975) and over recent years there has been sustained interest in the process and impact of developing a research-engaged teaching profession. This has led to a range of systematic reviews and meta-analyses on the topic. Dagenais et al., (2012) found that practitioners with an inquiry standpoint were more likely to have positive views of research and therefore were more likely to use it to inform their practice. McLaughlin et al.’s (2004) state that there are three overlapping purposes evident in the teacher research tradition: (1) research and enquiry undertaken for primarily personal purposes; (2) research and enquiry undertaken for primarily political purposes; and (3) research and enquiry undertaken for primarily school improvement purposes. Where teachers are involved in these kinds of research engaged practices then the teachers can be seen to generate a more sophisticated and metacognitive (Author et al. under review) understanding of the ecology of learning, can develop cultures of risk taking that moves practice forwards, accept challenge and change, can facilitate the change processes for others and thus develop an 'ecological agency’ that is catalytic of change (Leat et al., 2014: 8).
In addition to teachers as researchers we will focus on learning, on metacognitive-based pedagogies: learning to learn. The need to develop metacognitive awareness in students (Higgins et al., 2013) and to develop 21st century learning skills, competencies and dispositions, has been relatively consistent since the turn of the 21st century; all be it with different names and emphasis. The way in which this might link with teachers’ engagement with research however is underdeveloped. Vermunt and colleagues have argued that this is arguably ironic considering the core business of schools is learning and what we know about patterns of student learning (Vermunt and Endedijk, 2011), yet we do not translate this knowledge to teacher learning. How different can it be?
As far back as 1987, Wittrock suggested that teachers’ thinking could influence their students thinking, which in turn could impact attainment outcomes, yet there has been limited research to explore this relationship or the impact of teachers’ metacognitive awareness on their students’ thinking and learning development. There are some researchers taking steps towards this. Wilson and Bai (2010) asserted that teachers should have a pedagogical understanding of metacognition, model thinking approaches and ensure problem solving is transparent and explicit by providing an account of how metacognitive pedagogical knowledge is reliant on metacognitive awareness of self. Soodla, Jõgi & Kikas (2016) found that teachers’ metacognitive knowledge of reading strategies was significantly related to their students’ metacognitive knowledge and highlighted the importance of teachers’ metacognitive knowledge in students’ metacognitive knowledge. In addition, Portilho and Medina (2016) have argued for metacognition as a methodology for professional learning, providing a productive space for teachers to evolve and take an active stance in their learning about practice. Yet empirical examination of this and associated process is lacking.
In this paper we will explore what we understand happens when when the trajectories of student and teacher learning are drawn together under an enquiry focus into metacognitive-based pedagogies. We aim to highlight important questions about the role that teachers who are engaging in research that targets metacognitive development might have as ‘learning coaches’ for their students (Bull and Gilbert, 2012), as well as presenting their perspective on their own learning about the teaching and learning process which we thing deserves greater examination and discussion.
Bull, A. and Gilbert, J. (2012) Swimming out of our Depth? Leading learning in 21st century schools, New Zealand Council for Education Research. Cordingley, P. (2013). The Contribution Of Research To Teachers’ Professional Learning And Development. Research and Teacher Education: the BERA-RSA Inquiry. London: British Educational Research Association. Dagenais, C., Lysenko, L., Abrami, P. C., Bernard, R. M., Ramde, J., & Janosz, M. (2012). Use of research-based information by school practitioners and determinants of use: a review of empirical research. Evidence & Policy: A Journal of Research, Debate and Practice, 8(3), 285-309. Dewey, J. (1938). Experience and education. New York: Simon and Schuster Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Moseley, D., & Woolner, P. (2007). Learning to learn in schools phase 3 evaluation: Final report. London: Campaign for Learning. Higgins, S., Katsipataki, M., Kokotsaki, D., Coleman, R., Major, L.E. & Coe, R. (2013). The Sutton Trust - Education Endowment Foundation Teaching and Learning Toolkit. London, Education Endowment Foundation Leat, D., Lofthouse, R., & Reid, A. (2014) Teachers’ views: Perspectives On Research Engagement. Research And Teacher Education: The BERA-RSA Inquiry London: British Educational Research Association. Lieberman, A., & Pointer Mace, D. H. (2009). The role of ‘accomplished teachers in profes- sional learning communities’: Uncovering practice and enabling leadership. Teachers and Teaching, 15, 459–470 McLaughlin, C., Black-Hawkins, K. and McIntyre, D. (2004) Researching Teachers, Researching Schools, Researching Networks: A review of the literature, Cambridge: Networked Learning Communities McLaughlin, C. & Black-Hawkins, K. (2004) A Schools-University Research Partnership: understandings, models and complexities, Journal of In-Service Education, 30(2): 265-284 Portilho, E.M.L. and Medina, G.B.K. (2016) Metacognition as Methodology for Continuing Education of Teachers, Creative Education, 7: 1-12 Soodla, P., Jõgi, A. L., & Kikas, E. (2016/ Online early) Relationships between teachers’ metacognitive knowledge and students’ metacognitive knowledge and reading achievement. European Journal of Psychology of Education, 1-18. 10.1007/s10212-016-0293-x Stenhouse, L. (1981) What counts as research? British Journal of Educational Studies 29(2): 103–14 Vermunt, J. and Endedijk, M. (2011) Patterns in teacher learning in different phases of the professional career, Learning and Individual Differences, 21: 294-302 Wilson, N. S. and Bai, H. (2010) The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition and Learning 5(3): 269-88 Wittrock, M.C. (1987) Teaching and student thinking, Journal of Teacher Education, 36(6): 30-33
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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