Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/13040
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: A Productive Relationship? Testing the Connections between Professional Learning and Practitioner Research
Authors: Reeves, Jenny
Drew, Valerie
Contact Email: v.m.drew@stir.ac.uk
Keywords: professional enquiry
practitioner research
career-long professional learning
Issue Date: 2013
Publisher: Scottish Academic Press
Citation: Reeves J & Drew V (2013) A Productive Relationship? Testing the Connections between Professional Learning and Practitioner Research, Scottish Educational Review, 45 (2), pp. 36-49.
Abstract: This article is written in response to a recent report on a review of teacher education in Scotland undertaken by Graham Donaldson (2010). In particular it questions the recommendation that engaging teachers in professional enquiry and research-informed teaching is the way forward for developing the professional capabilities required of "21st Century teachers". The report reflects an increasing emphasis in the literature on school effectiveness and improvement of the need to further teachers' professional learning and of a pedagogic pressure for equipping them to adopt constructivist approaches to teaching that are based on research evidence about how children and young people learn best. Practitioner research is seen by policy makers as an important strategy for achieving these objectives. This article, based on a series of empirical studies, sets out to identify some of the issues revealed by the attempt to use practitioner research as a vehicle for affecting classroom practice within the context of a policy initiative to support the development of accomplished teaching. It argues that, if such a strategy is to be effective, it is important to conceive of it in systemic terms and to confront the challenges involved in developing the sets of networked relations that will be essential if such a strategy is to prove worthwhile.
Type: Journal Article
URI: http://hdl.handle.net/1893/13040
URL: http://www.scotedreview.org.uk/media/scottish-educational-review/articles/367.pdf
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. Publisher policy allows this work to be made available in this repository. Published in Scottish Educational Review, 45.2 (2013). The original publication is available at: http://www.scotedreview.org.uk/view_issue.php?id=45[2]&article=367
Affiliation: Education
Professional Education

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