ÕPAH Research: Approaches and Theory Erika Löfström Saku

Structure of presentation Approaches to research on scholarship of teaching and reflective practice Theoretical perspective on ÕPAH research Discussion

Approaches to research on reflective practice Critical thinking DATA method Experiential learning Action research Critical incident Concept map Storytelling / narrative

Critical thinking (Brookfield, 1987) A trigger event is analysed against how well it manages to explain the problem or issue at hand Exploration of alternative ways of handling the situation Analysis of new insights Synthesis based on knowledge learned, attitudes, feelings New ”theory”

DATA method (Peters, 1991) Describe what you did / what happened Analyse ”why”, not ”how” Theorise the thinking behind your decisions and analyse whether it fully describes the course of action Act = revise theoretical assumptions Goal: to integrate scientific and practical theory (or application of theory), one must reflect on one’s practical theory

Experiential learning (Kolb,1984) Planning tool for learning events and reflective tool Concrete experience (= teaching) ->Reflective observation -> Abstract conceptualisation -> Active experimentation – Cycle can be entered at any stage (?) but must be followed through Event is chosen, reflected upon, record kept, event analysed based on what happened, why, what was expected, what does it mean No need to identify theoretical assumptions underlying action -> Meaning is abstracted, which may result in ”personal working theory” or personal learning record -> try out what is learned & repeat cycle

Action research (Kemmis & McTaggert, 1988; Carr & Kemmis 1986; Hopkins,1993) Study of social situations carried out by practitioners with aim to improve quality of action –Identifying problem –Formulating hypothesis about situation –Identifying the ”practical theory” in use –Planning action to be taken –Act, observe and collect data –Reflection: what does experience mean, what can be learned from it, does theory need revision, how to change teaching the next time Plan, act, observe, reflect -> repeated until the theory accurately describes the practice (Is this, by the way, ever possible?!)

Critical incident (Brookfield, 1990) A significant learning event because of success or failure Description to colleagues what made the incident significant Identification of teacher’s assumptions of student learning prior to significant event, and post-event analysis Group discussion with colleagues and identification of new assumptions -> these are tested in new teaching situation Method repeated until assumptions match reality = theory and practice are integrated in one explanatory model

Concept map (Deshler,1990; Novak & Gowin, 1984) A visual representation of meaningful relationships between concepts of ”propositions” -> two or more topics linked by defining verb A chosen topic/concept is chosen, related concepts are written down and linked together with verbs that describe cause and effect

Reflection identifies Theoretical assumptions predicts Outcomes compare Concept Map Revised theory compare Experience analyses

Analysing the concept map Are the most general topics on top? Do relationships appear correct or do they need altering? Are concepts missing? Are relationships missing? Are there contradictions within the map? Does map fit with one’s current knowledge or beliefs? What does the shape of the map tell? Do links accurately imply cause and effect? -> Redraw map!

Storytelling / narrative (Mattingly, 1991) Method developed with teachers Informal or formal ”everyday” stories Constructing a narrative explaining what happened, why, what was expected to happen, what it meant to the narrator, and how it could have influenced future teaching Helps to make sense of an experience and facilitates reflection

Possible methods of data collection Structured observation (tally sheets) Structured questionnaires Interview: individual or group Reflection tasks Other written materials Web discussions (e.g. weblog) Student feedback

Learning Learning as doing Learning as belonging Learning as experience Learning as becoming Practice Meaning Identity Community Participation Reification Negotiation Sharing, extending Immersion Interaction Negotiation Membership Sustained mutual relationships Ways of doing together Rapid information flow Distributed knowledge Mutually defining identities Styles of displaying membership Tools and representations Negotiating experience Community membership(s) Learning trajectory Local ways of belonging to broader context Learning Community Identity Practice Meaning Boundary objects Brokers Wenger, 1998 Community of Practice Framework for Learning

Learning in ÕPAH Learning as doing Learning as belonging Learning as experience Learning as becoming Practice Meaning Identity Community Sustained mutual relationships Ways of doing together Rapid information flow Distributed knowledge Mutually defining identities Styles of displaying membership Tools and representations Based on Wenger, 1998 Community of Practice Framework for Learning How does environment support community building & professional development? How do community indicators reinforce or disrupt shared learning? How do different interpretations of teacher professionalism shape identity (& vice versa)? What are the critical incidents that have shaped our personal learning trajectories? Teachers’ professional growth: What meanings do teachers give their experiences? How are meanings negotiated? What elements in the teaching context reifies our interpretations? What are the resources, ways of thinking and perspectives that enable sharing, negotiation and interaction? What are the pedagogical & technological characteristics that enable practice?

References Brookfield, S. D. (1987). Developing Critical Thinkers: Challenging adults to explore alternative ways of thinking and acting. Milton Keynes: Open University Press. Brookfield, S. D. (1990). Using critical incidents to explore learners’ assumptions. In J. Mezirow & al. (Eds.) Fostering Critical Reflection in Adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass. Carr, W. & Kemmis, S. (1986). Becoming Critical. London: Falmer. Deshler, D. (1990). Conceptual mapping: Drawing charts of the mind. In J. Mezirow & al. (Eds.) Fostering Critical Reflection in Adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass. Hopkins, D. (1993). A Teacher’s Guide to Classroom Research (2nd ed.) Milton Keynes: Open University Press. Kemmis, S. & McTaggert, R. (1988). The Action Research Planner (3rd ed.) Geelong, Australia: Deakin University Press. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall. Kuit, J. A., Reay, G. & Freeman, R. (2001). Experiences of reflective teaching. Active Learning in Higher Education, 2(2), Mattingly, C. (1991). Narrative reflections on practical actions: Two learning experiments in reflective storytelling. In D. A. Schön (Ed.) The Reflective Turn. San Francisco: Jossey-Bass. Novak, J. D. & Gowin, D. B. (1984). Learning How to Learn. Cambridge: Cambridge University Press. Peters, J. (1991). Strategies for reflective practice. In R. Brockett (Ed.) Professional Development for Educators of Adult and Continuing Education. San Francisco: Jossey-Bass. Wenger, E. (1998). Communities of Practice. Learning, meaning, and identity. Cambridge: Cambridge University Press.

Knowledge Structure Factual knowledge Recognising, enumerating, recalling Conceptual knowledge DefiningUnderstanding concepts and their interrelations, integration Relational knowledge Creative knowledge Problem solving, functionality The type of knowledge The defining action verb Prior experience, Self-efficacy beliefs KnowingComprehendingApplying Hailikari & Nevgi, 2005; Hailikari, Nevgi & Lindblom-Ylänne, 2006 Food for Thought....