Search results for: Ethnographic study
Page 5/7 61 items
Teachers’ Collective Actions, Alliances and Resistance within Neo-liberal Ideas of Education: The Example of the Individual Programme
This paper uses ethnographic research from an Individual Programme (IP) in a Swedish upper secondary school to explore how alliances, collective actions and resistance can be materialised within the changed system. The author found that the teachers in the study tried to implement consciousness-raising work in three ways: through ‘encouraging critical awareness’, ‘encouraging students’ collective actions’ and ‘working towards a collective’.
Updated: Oct. 29, 2010
Time, Space and Young People’s Agency in Vocational Upper Secondary Education: A Cross-Cultural Perspective
This paper is based on ethnographic studies in the context of vocational education: two in Sweden and one in Finland. The article focuses on temporal and spatial dimensions of three educational contexts: . the Swedish Vehicle programme, the Swedish Child and Recreation programme and the Finish social and health-care sector. Furthermore, the article analyzes how young people exhibit their agency when negotiating their time and constructing their own space. The authors’ analysis elucidates how time–space paths in the context of vocational education are classed and gendered.
Updated: Oct. 29, 2010
Understanding Change in Teachers’ Ways of Being through Collaborative Action Research: A Cultural–Historical Activity Theory Analysis
The authors’ goal is to seek to understand the factors that affect changes in the teachers’ identities. The authors report on a study of teachers engaged in collaborative action research (CAR) to improve their implementation of digital photography in their teaching. The research design combines the use of ethnographic methods, participatory evaluation methods and action research. The authors use cultural–historical activity theory to understand why the data suggest that there was little change in the teachers’ identity by the end of the first cycle of action research, while those who participated in both the initial action research and the CAR group had a change in their identities.
Updated: Jun. 23, 2010
Proceed With Caution: Interactive Rules and Teacher Work Sample Scoring Strategies, an Ethnomethodological Study
The author analyzed a set of 10 transcripts of Teacher Work Sample scoring conversations to identify patterns in scorer interaction. Interactive rules and strategies are identified and implications and cautions offered for the use of work samples, particularly for high-stakes assessment.
Updated: May. 25, 2010
This article reports on a longitudinal ethnographic study of beginning primary school teachers in rural and regional Victoria, Australia. The study uses a conceptual framework of place and workplace learning. The authors found that the space of the classroom was the dominant site of learning to become a teacher for the new teachers in this study. This learning was understood through the discourse of classroom management.
Updated: May. 09, 2010
Supporting Professional Learning through Teacher Educator Enquiries: An Ethnographic Insight into Developing Understandings and Changing Identities
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.
Updated: Mar. 21, 2010
This article presents findings from an ethnographic study that explored how participation in an educator network contributed to the production of meaning, identity, and agency among the teachers and school district administrators involved. The author's research focused on the practitioner cohort, which included primary and secondary school teachers, as well as district-level administrators. Prominent in this process were the differences between practice in the network, consisting of dialogue informed by theory, inquiry, and reflection on professional experience, and the practice of participants' workplace communities.
Updated: Jan. 12, 2010
This study of further education teachers, conducted over a two-year period, captures the realities of their working lives and, in particular, draws attention to how teachers reconcile competing pressures. The study draws on a variety of data including ethnographic observation, journals and biographical accounts to indicate the nature of their fractured professional base that leaves them open to exploitation.
Updated: Dec. 16, 2009
Competent Performances of Situated Identities: Adult Learners of English Accessing Engaged Participation
In this article, the author examines how the lived experiences of three adult learners of English in local (school-based and workplace-based) communities of practice both support and contradict the stated policies and pedagogical practices of the adult ESL program in which they are enrolled. The author relies on the view of Communities of Practice (CofP) framework and theories of engaged participation. The data come from a larger ethnographic study in which the author examined the experiences of women refugees. Findings show that while these adult learners of English managed to learn and adopt the practices of one community of practice, they remained excluded from legitimate membership in other communities of practice.
Updated: Dec. 14, 2009
The utility of Lave and Wenger's social theory of learning can be evaluated through specific case studies which enhance our understanding of how education proceeds in diverse contexts. Here the author provides an ethnographic case study of the training of Caribbean-born Hindu pandits (priests) living and working in Queens, New York. In order to explicate the process by which people are moved into the social roles of “pandit-in-training” and “pandit,” the author shifts between interviewees’ words, vignettes of their actions and her interpretation of communities of practice and its relevance for mapping the education of Hindu pandits.
Updated: Dec. 14, 2009