Session Information
ERG SES H 15, Didactics
Parallel Paper Session
Contribution
Objectives or purposes
The overarching aim of this doctoral research is to address our limited understanding and try to make sense of the mediation of Cypriot teachers learning through talk within a professional learning community. I consider the interactive processes through which teachers collaboratively develop and construct new and critical insights into their classroom practices as a basis for changing those practices. Yet there appears to be an absence of research that identifies and conceptualises different kinds of teacher talk in collaborative teacher learning groups. Thus there is an interest in describing different kinds of talk especially the ones that are useful for collaborative learning as well describing the different types of knowledge that are developed during joint work.
Perspective(s) or theoretical framework
Vygotsky's theory suggests that learning is best achieved through processes of social interaction (Mercer, 2000). From this view of situated learning comes a central focus on collaboration and problem solving. Hargreaves (1999, 2001) notes the importance of reflection, dialogue and inquiry. Most of these are well-founded elements of effective professional development (McCormick et al, 2008; Cordingley et al, 2005a, b). Few accounts of research investigate the processes by which new classroom practices are created and there is an absence of research that identifies different kinds of teacher talk in collaborative teacher learning groups. Thus there is an interest in describing the kinds of talk especially the ones that are useful for collaborative learning as well describing the types of knowledge that are developed during joint work.
Research question (maybe including hypothesis/hypotheses)
It is proposed to examine the following research questions:
- What are the conditions and processes of collaboration through which Cypriot teachers learn in collaborative settings?
- What kinds of talk characterise Cypriot teachers’ collaboration within a professional learning community and what kinds of talk are useful for supporting teachers’ collaborative learning?
- In what ways are different types of knowledge developed and exchanged within a group of teachers?
- How does teachers’ collaborative learning influence pupils’ and teachers’ classroom practices?
Method
Expected Outcomes
References
Alexander, R. (2006). Education as Dialogue: Moral and Pedagogical Choices for a Runaway World. Hong Kong: Hong Kong Institute of Education. Black, P. (2002). Working Inside the Black Box: Assessment for Learning in the Classroom. London: King's College. Burgess, R. (1985). Issues in Educational Research: Lewes: Falmer Press. Cordingley, P. et al [CPD Review Group] (2005a). The Impact of Callaborative CPD on Classroom Teaching and Learning. Review: What Do Teahcers Impact Data Tell Us about Collaborative CPD?, London:EPPI-Centre Cordingley, P. et al [CPD Review Group] (2005b). The Impact of Callaborative Continuying Professional Developemnt (CPD) on Classroom Teaching and Learning. Review: How Do Collaborative and Sustained CPD and Sustained but Not Collaborative CPD Affect Teaching and Learning?, London:EPPI-Centre Hargreaves, D.H. (1999). The knowledge-creating school. British Journal of Educational Studies, 47 (2), 122-144. Hargreaves, D.H. (2001). A capital theory of school effectiveness and improvement. British Journal of Educational Studies, 27 (4), 487-503. James, M., Carmichael, P., Frost, D., MacBeath, J. E. C., Pedder, D., Proctor, R., et al. (2006). Learning How to Learn: Tools for Schools. London: Routledge. Lincoln, Y., & Cuba, E. (1985). Naturalistic inquiry. New York: Sage. McCormick, R., Banks, F., Morgan, B., Opfer, D., Pedder, D., Storey, A., et al. (2008). Schools and continuing professional development (CPD) in England – State of the Nation research project: Training and Development Agency for Schools. Mercer, N. (2000). Words and Minds: How We Use Language to Think Together. London: Routledge. Rudduck, J., & McIntyre, D. (2007). Improving leanring through consulting pupils. London and New York: Routledge. McGuinness, C. (1999). From thinking skills to thinking classrooms : a review and evaluation of approaches for developing pupils' thinking: Annesley, Nottingham : DfES Publications.
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