1. Stop! Think first!
About teachers and students as
researchers
Creating Competences through Innovation in Learning and Development
2. CONFERENCE QUESTIONS
• How can practice-based and practitioner research
contribute to the quality of innovative learning?
• How can practice-based and practitioner research be
organised to promote innovativeness for learning at
work, for work and creating competences?
• How can the researchers, teachers and students in
educational practices facilitate customer driven
innovations?
• What are effective approaches to assure ownership of
research in the professional field?
3. GOALS
• Ideas about how action research can be
used for school development
• Learn about each others’ theory of action
• Using the action research model on one of
your own questions
4. R&D PROJECT ‘TEACHER AS
RESEARCHER
• 10 schools in primary and secundary
education
• One school year of meetings, designing,
practicing, studying, presenting
• Different results: from a whole new play
ground to more interesting science classes
6. QUESTION ARTICULATION
“a result oriented process in which people
formulate a collective question. Often this
question is based on individual questions about
existing knowledge. This collective question is
researchable and in the process of questioning
the right stakeholders are taking part” (Leinse,
2010)
7. QUESTION ARTICULATION BASED ON
INQUIRY BASED LEARNING
Culture of
inquiry
Deepening
Individual Team School
Broadening
H. De Koning, 2011
10. Teacher inquiry and knowledge-building cycle
to promote valued student outcomes
What knowledge
and skills do our
students need?
What knowledge
and skills do we as
teachers need?
What has been
the impact of our
changed actions?
Deepen professional
knowledge and
refine skills
Engage students
in new learning
experiences
Timperley (2011)
11. FROM MEETING TO PLG
1. Define a common development goal
2. Collect questions
3. Examine each others’ learning and research styles
4. Devide the group
1. Research and development
2. Plan and act
5. Or do it all together
6. Take ‘slow time’ to reflect and present results
13. SAME PROCESS
• Reading about interesting stuff
• Talking about it
• Defining questions
• Redefining questions
• Planning action research
• Sources: books, others, specialists
• Trying out, drawing, building
• Presenting
15. EVALUATING WITH THE TEAM
• What did the students tell us?
• Motivation
• Learning from practice
• Cooperative learning
• How did it match with our own
development?
• Questioning
• Planning
• Waiting!
16. RESEARCH IN CLASS ROOM PRACTICE
Research Reflection
Research Inquiry based learning Reflective practicioner(s)
By teachers following By teachers Systematic
the academic Data-driven reflection on action
research tradition, in Systematic Individual and collective
cooperation with the Cyclic learning
university/ academic Individual en collective
world learning
17. CULTURE OF INQUIRY
• This is the way we do things…
• Connection to school policies
• Use of data
• A group of learning researchers
• Spreading results
• Agents for the culture
• Structures in place
18. RESEARCH
• Shared view on action research
• Systematic approach
• Primary processes
• Real questions
• Sharing results
19. Tracking transfer:
from ideas changed practice
A new idea that
Change in
challenges new
practice
thinking
I’m
planning
to. . .
Having a
conversation
with… Our common
Coaching task. . .
by. . .
20. Keep in touch
Naomi Mertens
n.mertens@aps.nl
@prof_bemoeial
http://www.linkedin.com/in/naomimertens
