Academics researching in schools - making first contact

Sim, Cheryl Rae and McCluskey, Kerryn Gail (2003). Academics researching in schools - making first contact. In: Peter L. Jeffery, Proceedings of the Joint New Zealand Association for Research in Education (NZARE) & Australian Association for Research in Education (AARE) International Conference, Auckland, New Zealand.. Joint New Zealand Association for Research in Education (NZARE) & Australian Association for Research in Education (AARE) International Conference, Auckland, New Zealand, Auckland, New Zealand, (1-11). 29 November - 3 December, 2003.


Author Sim, Cheryl Rae
McCluskey, Kerryn Gail
Title of paper Academics researching in schools - making first contact
Conference Paper Type Fully Published Paper
Conference name Joint New Zealand Association for Research in Education (NZARE) & Australian Association for Research in Education (AARE) International Conference, Auckland, New Zealand
Conference location Auckland, New Zealand
Conference dates 29 November - 3 December, 2003
Proceedings title Proceedings of the Joint New Zealand Association for Research in Education (NZARE) & Australian Association for Research in Education (AARE) International Conference, Auckland, New Zealand.
Editor Peter L. Jeffery
Publisher NZARE/AARE
Publication date 2003
ISSN 1324-9339; 1324-9320
Start page 1
End page 11
Total pages 11
Language eng
Abstract/Summary It is almost one hundred years since Dewey stated that the purpose of research in all its forms and disciplines was an “effort to understand and help others understand what teachers and learners do during the process of learning and what this means potentially for the education of teachers” (Dewey, 1904/1974). Early in 2003 the author of this paper began a research study that investigates the development of relationships between teacher mentors and preservice teachers. The aim of the study seeks to examine the extent to which the concept of community of practice influences the construction of professional identity through the situated learning of preservice teachers in selected school settings. Associated with this aim is to identify the potential for 'communities of practice' to address the anxiety of teachers in the context of seemingly overwhelming levels of change in education and society affecting their professional roles and identities right now. Ironically the researchers found that the anxieties of teachers actually affected their efforts to entice schools and teachers to be involved in the study. This paper focuses on this first stage of the research study. It examines the dilemmas experienced by the researchers as they endeavoured to encourage schools and teachers to participate in the research. It raises issues about the relationship between academics in teacher education and schools and how we can facilitate teachers’ involvement in future research in schools.
Subjects 13 Education
Q-Index Code E1
Q-Index Status Provisional Code
Institutional Status Unknown
Additional Notes Abstract # SIM03235

Document type: Conference Paper
Sub-type: Fully Published Paper
Collections: Excellence in Research Australia (ERA) - Collection
School of Education Publications
 
Versions
Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Access Statistics: 79 Abstract Views  -  Detailed Statistics
Created: Wed, 13 Jan 2010, 11:39:34 EST by Thelma Whitbourne on behalf of Faculty of Social & Behavioural Sciences