Search results for: Researcher reflection

The purpose of this paper is to share how pedagogic practice nurturing an Enquiry Design learning community can support teacher educators, enhancing their research understanding and developing their researcher identity through a socially mediated educative process. The findings of the study indicate how a social constructivist approach to teaching research design can support teacher enquiries focused on a range of issues including developing the nature of reflectivity, enhancing professional learning, emancipating practice, enhancing constructive collaborative discussions, improving problem-solving pedagogy, making judgements about effectiveness of training and supporting affective accreditation.

This article grapples with the notion of 'autobiography as performance'. It specifically deals with the notion in relation to classroom narratives around Lather's 'ontological stammering' and Cavarero's 'the necessary other' played out under the practitioner-researcher's gaze. The article examines the shifting landscape of higher education, fraught with tensions as discourses of economic rationality and seem laced with expectations of teachers to be able to embrace all the possibilities that lie within diverse classroom 'realities'.