How Context Shapes Practitioner Research and Professional Learning in Schools in Singapore and NSW

Autor/inn/en	Ellis, Neville John; Armstrong, Ann Cheryl
Titel	How Context Shapes Practitioner Research and Professional Learning in Schools in Singapore and NSW
Quelle	In: Compare: A Journal of Comparative and International Education, 44 (2014) 3, S.435-454 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2013.767674
Schlagwörter	Foreign Countries; Action Research; Cultural Context; Interviews; Teacher Attitudes; College Faculty; Administrator Attitudes; Faculty Development; Educational Improvement; Teacher Effectiveness; Educational Practices; Comparative Education; Qualitative Research; Case Studies; Sampling; Secondary School Teachers; Australia; Singapore + Suchen Sie Ihr Suchwort? Ausland; Projektforschung; Interviewing; Interviewtechnik; Lehrerverhalten; Fakultät; Teaching improvement; Unterrichtsentwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungspraxis; Vergleichende Erziehungswissenschaft; Qualitative Forschung; Case study; Fallstudie; Case Study; Australien; Singapur
Abstract	The New South Wales (NSW) Government Department of Education and Communities and the Singapore Ministry of Education have encouraged teachers to engage in practitioner research as part of their professional learning agenda because it is perceived as a powerful means of investigating and improving educational practice. Drawing on a Schatzkian perspective, where social life is understood as being tied to a context, or "the site of the social", we examine teachers' experiences as practitioner researchers in NSW and Singapore. We also argue that practitioner research has been remodelled and re-interpreted differently in different contexts and that cultural context is a potent constituent of the practice architecture that prefigures practitioner research. Using data collected from interviews with 42 participants comprising academics, policy makers and teachers, we specifically illuminated those contextual/cultural characteristics respondents identified as factors that actively shape teachers' experiences as practitioner researchers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10