PEP Network November 14-18 Hong Kong Institute of Education - - PDF document

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PEP Network November 14-18 Hong Kong Institute of Education - - PDF document

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2014-12-07 PEP Network November 14-18 Hong Kong Institute of Education http://www.ips.gu.se/english/cooperation/networks/pep/ www.gu.se PEP Aims to probelmatise issues concerned with Pedagogy, Education and Praxis as they are understood

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November 14-18 Hong Kong Institute of Education

http://www.ips.gu.se/english/cooperation/networks/pep/

PEP Network

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PEP

  • Aims to probelmatise issues concerned with Pedagogy,

Education and Praxis as they are understood by a different intellectual philosophical, historical and educatianl traditions

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Pedagogy, Education and Praxis’ has three kinds of aims:

  • 1. ‘Theoretical aims concerning the exploration and

critical development of key concepts and associated understandings, from different educational and research traditions, of pedagogy, educational science, educational studies, praxis and practice.

  • 2. Practical aims concerning the quality and

transformation of educational praxis in such settings as schools, teacher education, educational administration, community education and transformation, and other contexts.

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Pedagogy, Education and Praxis’ has three kinds of aims:

  • 3. Strategic aims of:

– encouraging dialogue between different traditions of theory and practice in education; – encouraging reflexivity in this dialogue to help us understand the origins and formation of our own understandings , presuppositions and traditions; – encouraging the development of critical praxis in pedagogy, aiming to foster the development of new kinds of transformative education and upbringing appropriate for the changed times and circumstances

  • f late modernity, and

– building collaboration and networks with other scholars interested in these problems and issues.

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Shared research questions

1. What is educational praxis? 2. How, in different national contexts, is good professional practice (praxis) being understood and experienced by teachers? 3. How, in different national contexts, is good professional learning and professional development (praxis development) being understood and experienced by teachers? 4. How, in different national contexts, are the changing cultural, social, political and material conditions for praxis and praxis development affecting the educational practices of teachers? 5. What research approaches facilitate praxis and praxis development in different international contexts?

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Research areas

  • Leading and learning concerning connections between practices of

educational leadership, professional development, teaching practice and students’ academic learning and social practices; and the development of theories of practice to explain the connections between these practices,

  • Education for all concerning educational practices that include and exclude

students with particular backgrounds or needs

  • Practicum & Praxis
  • Action research and practice theory concerning the development of action

research approaches in education, including the theory and practice of action research in different settings

  • Bildung and education concerning the contrasts and connections between

European traditions of Bildung and Anglo-American traditions in Education

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New Publications- new articles

  • Grootenboer, P., Edwards-Groves, C. & Rönnerman, K. (2014). Leading

practice development: voices from the middle. Professional Development in Education (4) Download the article

  • Salo,P., Nylund, J. & Stjernstrøm (2014) On the practice architectures
  • f instructional leadership. Educational Management Adminstration &
  • Leadership. Download the article
  • Bristol, L., & Ponte, P. (2013). ‘Muddying the space’: social justice,

action research and professional learning. Professional Development in Education, 39(4), 513-530. Download the article

  • Hemmings, B., Kemmis, S., & Reupert, A. (2013). Practice

architectures of university inclusive education teaching in Australia. Professional Development in Education, 39(4), 470-487. Download the article

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New Publications- new articles cont.

  • Lange, T., & Meaney, T. (2013). Professional development facilitators:

reflecting on our practice. Professional Development in Education, 39(4), 531-549. Download the article

  • Salo, P. J., & Rönnerman, K. (2013). Teachers’ professional

development as enabling and constraining dialogue and meaning- making in Education for All. Professional Development in Education, 39(4), 596-605. Download the article

  • Smit, B. H. J. (2013). Young people as co-researchers: enabling

student participation in educational practice. Professional Development in Education, 39(4), 550-573. Download the article

  • Van Kan, C., Ponte, P., & Verloop, N. (2013). Ways in which teachers

express what they consider to be in their pupils’ best interest. Professional Development in Education, 39(4), 574-595. Download the article

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New Publications- new articles cont

  • Wilkinson, J., Forsman, L., & Langat, K. (2013). Multiplicity in the

making: towards a praxis-oriented approach to professional

  • development. Professional Development in Education, 39(4), 488-512.

Download the article

  • Wilkinson, J,, Olin, A., Lund, T. & Stjernstrøm, E. (2013).

Understanding leading as travelling practices. School Leadership &

  • Management. Download the article

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New Publications - Books

  • Rönnerman, K. & Salo, P. (2014).

Lost in practice. Transforming Nordic Educational Action

  • Research. Rotterdam: Sense Publishers.
  • Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I.,

Grootenboer, P.& Bristol, L. (2014). Changing Practices, Changing Education. Singapore: Springer

  • Kemmis, S., McTaggart, R. & Nixon, R. (2014).

The Action Research Planner. Doing Critical Participatory Action Research. Singapore: Springer

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Coming Publications

  • EARJ Special Issue – Action Research Networks – PEP

network accepted

  • EARJ Special Issue – Action Research Networks – Nordic

network accepted

  • EARJ special issue – Partnerhsips and Recognition (theme 2)

accepted

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PEP Activities (Sweden)

  • Master program and courses in action research
  • Reading group on practice theory
  • Dialogue conference for 150 teachers
  • Research circles sharing own research
  • Partnerships with municipalities
  • Research funding
  • Lena Tyren PhD 2013
  • Lill Langelotz PhD 2014
  • Zahra Bayai PhD 2014
  • VET-group
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PEP Activities (Sweden) cont.

  • New book “Lost in practice: Transforming Nordic Educational Action

Research

  • Publications – various publications (lots and lots cross nationals)
  • EARJ Special Issue – Action Research Networks – Nordic network

accepted

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PEP Activities (Finland)

  • Funding (15 000 euro) for a project

Action research as means of developing a educational praxis in Svenskfinland With the aims of

  • Doing an comprehensive analysis of our action research/professional

development projects

  • Using and developing dialogue conferences as a site for

bridging teacher education with various development activities in schools

  • (bringing students within teachers education together with teachers)
  • Organising a course in action research for teachers and principals
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PEP Activities (Norway)

  • Research group: School development & leadership
  • National projects: School Development in lower secondary school
  • Teacher training ( 1-7, 5-10, 8-13): The students are doing action

research projects during their practice periode

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PEP Activities (The Netherlands)

  • Publication of a practical book (in Dutch) on research with and by

students, edited by Gijs Verbeek and Petra Ponte. I co-authored a chapter in the book.

  • Smit, B. H. J., & Verbeek, G. (2014). Een palet van mogelijkheden:

Leerlingonderzoek in Australië [A range of possibilities: Student research in Australia]. In G. Verbeek & P. Ponte (Eds.), Participatie in het

  • nderwijs: Onderzoek met en door leerlingen [Participation in education:

Research with and by students] (pp. 133-158). Den Haag, the Netherlands: Boom Lemma Uitgevers.

  • Workshop on the ‘Student as co-researchers’project, at the Symposium

‘De Stem van de leerling’ [The voice of the student], November 20, 2014, Rotterdam, the Netherlands (led by Leon Plomp and other participants in the project: students, teacher, museum educator, facilitator).

  • (PhD project by Leon Plomp)
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PEP Activities (Colombia)

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PEP Activities (Australia)

Publications – various publications (lots and lots)

  • NSW (CSU PEP)

– Kathleen Mahon PhD – PAT Chat – Promotional position Associate Professor Jane Wilkinson – Research seminars to School of Education – Reading Group Monthly – Research circles sharing own research – CSU PEP Group Meeting (bi-monthly) – Suzanne Francisco NCVER Grant – Hosting Ingrid Berglund – VET group

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PEP Activities (Australia, cont)

  • QLD (SE QLD, GU and UQ) – EPPTAR node

– Action Research Symposium x 2 - Guest presenter Stephen Kemmis and Robin McTaggart – Ian Hardy ARC Future Fellowship – Contracts with sectors – Practice theory events with doctoral students – 2X semester readings and seminar – Invited symposium on Practice theory 2015

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PEP 2014, Hong Kong

  • PEP meeting November 14-18
  • Stephen Kemmis Address – Peter

Grootenboer

  • UNESCO Address – Jane Wilkinson
  • Half day seminar at HKIEd, Nov 18th
  • APERA - conference November 19-21
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Monday, November 17

Stephen Kemmis Address – Peter Grootenboer

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Tuesday, November 18

UNESCO Address – Jane Wilkinson Half day seminar at HKIEd

  • PEP network – CEG
  • Theme 1
  • Theme 2

Other activities

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ROOMS

  • Main room C-LP-02
  • Group rooms
  • B4 – 1F – 37
  • D4 – 1F - 37

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PEP 2015

Vasa in Finland November No fundings yet http://www.ips.gu.se/english/cooperation/networks/pep/

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Sunday timetable

  • 9-9.30 report on themes and introduce readings(Pleanary)
  • 9.30-10.30 Reading circles (groups)
  • 10.30-11.00 COFFEE
  • 11.00-12.– Dialogue circles (groups)
  • 12.00-13.00 Ideas in Plenary discussion

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Monday afternoon schedule

  • Plan Tusday event at HKIEd
  • Preparing presentation for HKIEd in groups
  • Dialogues about PEP work
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Tuesday afternoon schedule

  • Jane Wilkinson

Presentation (15 minutes)

  • Introduction PEP (AR within and across international contexts) –

CEG and KR

  • Communicative Space (theme 1) – Petri S & friends
  • Partnerships and Recognition (theme 2) – Eli M. Furu & friends
  • Site-Based Education Development (theme 3) – Ian Hardy &

friend

  • Action Research Overview and Discussion - Doris & Sandra

– Questions, Comments??