Bera 2009 methodological challenges to research in conditions of complexity
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This document discusses the methodological challenges of researching a pilot Bachelor of Education program in Scotland. It notes that the program was designed based on principles of evidence-driven socio-constructivism but faced internal contradictions between those principles and standards-based approaches. It also discusses tensions between the researcher's role as an outside observer versus a participating insider, and between technical rationalist models of research preferred by policymakers versus more dialogical research approaches. Lessons learned include the need for open discussion of practices and understandings, collaborative use of data to align values rather than evaluate truth claims, and creating collective research narratives.
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1 Capstone unit
Researching and Developing Engaging Pedagogies is the capstone unit for the Master of Teaching (Primary). The core aim is to enhance and measure students’ readiness for the teaching profession.
· The unit develops students’ skills and expertise in researching their own practice, and facilitates their ‘researcherly’ disposition. (become a teacher-researcher)
· The unit supports students’ in refining their pedagogy throughsuch reflective practice. (progress as a teacher)
· The unit challenges students to inquire into, reflect upon and subsequently develop classroom pedagogies and assessment practices that facilitate substantive engagement in learning. (become an engaging teacher)
The unit extends students’ students’ research skills by drawing on participatory action research (e.g. through the use of peer planning, focus groups and peer assessment).
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2 Researching engagement
Educational research on student engagement centres on understanding and developing engaging practices. Our focus is on innovative pedagogies that facilitate deep learning through substantive engagement. In this sense, we encourage you to shift your focus from behaviour management (controlling behaviour) to the management of learning (enabling and facilitating quality learning experiences). Concerns about the behaviour of students are valid concerns. We however encourage a pedagogic response to problem behaviour which recognises the links between the quality of the teaching and student behaviour. So engaging pedagogies do not simply ‘fix’ behaviour by exerting control (e.g. a reward systems or external incentive). Instead, we ask you to look deeply into your teaching and see where it is lacking in engagement.
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An interdisciplinary cadre of researchers and educators is building an infrastructure from which new themes for research in science education are emerging.
Our research agenda must embrace collaboration and relevancy around a vision that celebrates not what is, but what can be!
A new image of the role of the teacher is emerging as well. In addition to possessing discipline specific knowledge and knowledge about effective pedagogy, teachers must be afforded the time to share ideas with colleagues, participate in professional development, and inquire about teaching and learning. Teachers must be active, reflective practitioners who engage in constructing a curriculum to enhance the development of all students. Similarly, science education research ought to be relevant and should inform the practice of science teaching. Research on teaching and learning should contribute new insights for both practice and future research.
Fundamentally, we believe that research should guide and inform policy formation and decision-making regarding science teaching, preschool through college. We wish to clarify the breadth of research and to identify key issues. Moreover, we wish to warn against policies and decisions governed by marketing concerns rather than by systematic study or reasoned analysis or information important to teachers.
A realistic view of the scientific enterprise is paramount both to the success of research on science teaching and as a goal for students studying science. For example, traditional science experiences often result in students constructing a distorted view of the scientific enterprise. Students believe that: (a) science is a collection of facts to be memorized, (b) all the information in the science textbook is true, (c) the sum total of scientific knowledge is known, (d) science is a quantitative, value-free, empirical discipline. Moreover, students often fail to understand that: (a) science proceeds by fits and starts, (b) ideas based on evidence are still fallible, (c) scientific ideas are enhanced through a process of sharing, negotiation, and consensus building, and (d) continual inquiry is a fundamental attribute of the scientific enterprise. Today's science is more accurately portrayed as a value-laden discipline in which there are moral and ethical dimensions. The changing nature and ethos of science has led to the acceptance of more diverse investigative methods.
Research in science education utilizes the full range of investigative methods, embracing quantitative research.
Source: https://ebookschoice.com/research-in-science-education-utilizes-the-full-range-of-investigative-methods/
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1) Student teachers' epistemological beliefs shifted significantly towards more sophisticated beliefs over the course of the program. There was also a correlation found between final year students' beliefs and their school experience scores.
2) Partnership, dialogue and discussion were seen as important by participants but the current models tend to exclude most practitioners.
3) Various views were found among schools and universities, and external research has little impact on strongly held views. Individual transformation through direct experiences in a supportive environment may be more effective.
The document examines findings around mentoring, research, collaboration and knowledge
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Gibson Text Overview
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This document discusses using the Xerte technology to facilitate creative collaboration and inquiry-based learning in higher education. It notes that Xerte allows students to produce interactive learning objects that support principles of inclusivity and accessibility. The approach taken was to introduce Xerte as a summative assessment on a research-based module, using a participatory pedagogy model with student ambassador support. Key benefits included disrupting normal practice to embrace uncertainty, enabling self-direction through authentic experiences, and integrated negotiated learning through student-teacher engagement. Student-produced learning objects supported peer learning through challenges solved collaboratively rather than individually.
Similar to Bera 2009 methodological challenges to research in conditions of complexity (20)
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Intro pupil gains seminar 18_09-08
This document outlines the program for a seminar on pupil engagement and gains. The seminar will discuss the complexity of defining and measuring teacher effectiveness and pupil gains. Presentations will explore professional learning for teachers, approaches from Canada, developing new meanings of pupil gains from teacher and student perspectives, and realizing pupil gains. Discussion groups will consider what pupil gains mean in relation to Curriculum for Excellence and the teacher's role in identifying, assessing, and evaluating gains. The seminar aims to further understanding of developing teachers and increasing pupil outcomes.
Pupil gains seminar summary
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This document provides an executive summary of the Scottish Teachers for a New Era (STNE) pilot project, which aims to prepare teachers for the 21st century. The summary outlines that the project's strengths include its focus on learning in the early years and peer learning experiences. However, limitations in field experience structure and elective choices created some issues. Feedback was generally positive over time. Communication and clarifying placement goals remain areas for ongoing improvement, as well as monitoring subject knowledge. Partnership working has enhanced the program, and further development is still needed around communication strategies and elective selection.
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This document summarizes research evaluating the development of effective teacher qualities in students participating in the Scottish Teachers for a New Era (STNE) programme. Key findings include:
1) STNE students demonstrated more sophisticated epistemic beliefs, constructivist teaching preferences, emotional intelligence, and commitment to inclusion compared to earlier cohorts.
2) Students showed significant growth over four years in these qualities, indicating the programme's positive impact.
3) STNE students performed well academically and during school experience, associated with strengths in pedagogic content knowledge, reflection, and inclusive mindsets.
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