Creating case studies of practice through Appreciative Inquiry
Educational Action Research, 14 (3):
407-422 (September 2006)M3: Article; Clarke, Helen 1 Egan, Bridget 1 Fletcher, Lynda 1 Ryan, Charly 1 Email Address: Charly.Ryan@winchester.ac.uk; Affiliations: 1: University of Winchester, UK; Source Information: Sep2006, Vol. 14 Issue 3, p407; Subject Term: PROFESSIONAL education; Subject Term: CAREER development; Subject Term: COLLECTIVE action; Subject Term: SOCIAL sciences -- Research; Subject Term: EDUCATION -- Research; Subject Term: MOTIVATION (Psychology); Subject Term: MOTIVATION in adult education; Subject Term: ADULT education; Subject Term: EDUCATIONAL psychology; Author-Supplied Keyword: Appreciative Inquiry; Author-Supplied Keyword: Continuing Professional Development; Author-Supplied Keyword: Emergence; Author-Supplied Keyword: Reflection; NAICS/Industry Codes: 611310 Colleges, Universities, and Professional Schools; NAICS/Industry Codes: 611430 Professional and Management Development Training; NAICS/Industry Codes: 624310 Vocational Rehabilitation Services; NAICS/Industry Codes: 541720 Research and Development in the Social Sciences and Humanities; Number of Pages: 16p; Illustrations: 2 charts; DOI: 10.1080/09650790600847776; Document Type: Article.Abstract
Taking a positive view is a fruitful way to prompt educators to reflect on and to develop their practice. Teachers, teacher educators and children bring a wide range of ideas that provide a powerful basis for developing understanding of the complexities of classroom practice. Using appreciate inquiry the authors show how they developed their understanding of professional development as they worked with groups of teachers who investigated their science teaching practice with young children and produced case studies of practice. The authors also show how the roles and ideas of themselves as university tutors were challenged and emerged to suit the range of contexts involved. Their view of Continuing Professional Development was influenced by the lived experiences of the teachers and themselves. They worked to systematise learning through identifying commonalities of experience and reflection along four dimensions: creating spaces for growth; working with emergent purposes; action research as rhizomatic growth; and collaborative and collective action. The rich variety of outcomes shows the value of creating space for growth for children and for adults. The energy and enthusiasm liberated motivated the participants to explore their worlds in ways that were difficult to predict at the start of the project. ABSTRACT FROM AUTHOR Copyright of Educational Action Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts); Taking a positive view is a fruitful way to prompt educators to reflect on and to develop their practice. Teachers, teacher educators and children bring a wide range of ideas that provide a powerful basis for developing understanding of the complexities of classroom practice. Using appreciate inquiry the authors show how they developed their understanding of professional development as they worked with groups of teachers who investigated their science teaching practice with young children and produced case studies of practice. The authors also show how the roles and ideas of themselves as university tutors were challenged and emerged to suit the range of contexts involved. Their view of Continuing Professional Development was influenced by the lived experiences of the teachers and themselves. They worked to systematise learning through identifying commonalities of experience and reflection along four dimensions: creating spaces for growth; working with emergent purposes; action research as rhizomatic growth; and collaborative and collective action. The rich variety of outcomes shows the value of creating space for growth for children and for adults. The energy and enthusiasm liberated motivated the participants to explore their worlds in ways that were difficult to predict at the start of the project. ABSTRACT FROM AUTHOR Copyright of Educational Action Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)
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