2.50
Hdl Handle:
http://hdl.handle.net/10547/225594
Title:
A self-study using action research: changing site expectations and practice stereotypes
Authors:
Casey, Ashley ( 0000-0002-8232-5727 )
Abstract:
Practice is not created and developed by individual teachers but is subject to what Kemmis and Grootenboer called ‘extra-individual conditions’ and cultural histories. The ‘expectations’ around teaching do much to create stereotypes and conformity around how to teach and how to act in schools. This paper explores a teacher’s longitudinal self-study of pedagogical and curricular change through reflective practice and ‘insider’ action research. The findings show that pedagogical and curricular change is more than a personal desire to do something differently. Instead, it is a process of acknowledging expectation – student, teacher, institutional, and subject – and finding ways of working within, around and between these. Furthermore, insider action research is shown as a tool for positioning the practitioner in the ‘betweenness’ of theory and practice. However, the paper concludes that while insider action research is a vital ingredient in sustained curriculum renewal, it needs to be hand-in-hand with collaboration with significant others inside and/or outside the school, and it needs to engage in a critique of the extra-individual conditions as part of the reflective process.
Citation:
Casey, A. (2012) 'A self-study using action research: changing site expectations and practice stereotypes', Educational Action Research, 20(2), pp. 219-232.
Journal:
Educational Action Research
Issue Date:
2012
URI:
http://hdl.handle.net/10547/225594
DOI:
10.1080/09650792.2012.676287
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/09650792.2012.676287
ISSN:
0965-0792; 1747-5074
Appears in Collections:
Physical Education and Sport Pedagogy Group

Full metadata record

DC FieldValue Language
dc.contributor.authorCasey, Ashleyen_GB
dc.date.accessioned2012-05-23T13:11:27Z-
dc.date.available2012-05-23T13:11:27Z-
dc.date.issued2012-
dc.identifier.citationCasey, A. (2012) 'A self-study using action research: changing site expectations and practice stereotypes', Educational Action Research, 20(2), pp. 219-232.en_GB
dc.identifier.issn0965-0792-
dc.identifier.issn1747-5074-
dc.identifier.doi10.1080/09650792.2012.676287-
dc.identifier.urihttp://hdl.handle.net/10547/225594-
dc.description.abstractPractice is not created and developed by individual teachers but is subject to what Kemmis and Grootenboer called ‘extra-individual conditions’ and cultural histories. The ‘expectations’ around teaching do much to create stereotypes and conformity around how to teach and how to act in schools. This paper explores a teacher’s longitudinal self-study of pedagogical and curricular change through reflective practice and ‘insider’ action research. The findings show that pedagogical and curricular change is more than a personal desire to do something differently. Instead, it is a process of acknowledging expectation – student, teacher, institutional, and subject – and finding ways of working within, around and between these. Furthermore, insider action research is shown as a tool for positioning the practitioner in the ‘betweenness’ of theory and practice. However, the paper concludes that while insider action research is a vital ingredient in sustained curriculum renewal, it needs to be hand-in-hand with collaboration with significant others inside and/or outside the school, and it needs to engage in a critique of the extra-individual conditions as part of the reflective process.en
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/09650792.2012.676287en_GB
dc.subjectinsider action researchen
dc.subjectphysical educationen
dc.subjectpraxisen
dc.subjectteachingen
dc.subjectautoethnographyen
dc.titleA self-study using action research: changing site expectations and practice stereotypes-
dc.identifier.journalEducational Action Researchen_GB
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