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MirandaNet Fellowship Casestudy
Proposal: Assisting and evaluating representations of teacher researchers' knowledge
using non-linear multi-modal forms of representation
Year of posting: 2006
Abstract:This paper is an exploration of how teacher researchers have been assisted to use KEEP Toolkit templates available at http://www.cfkeep.org/ to represent their knowledge in non-linear formats. It investigates how their knowledge has then been evaluated in terms of contribution to the ‘teaching commons’. Huber and Hutchings (2005) discuss the need for such a pool of educational knowledge that can evidentially inform and enrich pedagogical processes locally, nationally and internationally. From comparative accounts of teachers’ representations of their knowledge when studying for a Master’s level module through the University of Bath and Bath Spa University programmes, the former using a linear and uni-modal format, the latter a non-linear and multi-modal the author seeks to identify the relative advantages of these two systems. How far does each format enable
- teachers to be research mentored (Fletcher, 2006) to represent their own andra- and peda-gogical knowledge in personalised ways?
- how far is the knowledge represented by these two formats defined by the mode of representation? How far is it possible to assist teacher researchers by offering critical thinking scaffolds (Coombs, 2000) to represent their own knowledge or do such scaffolds strait-jacket reflective thinking by practitioners engaged in work-based enquiry?
From the basis of this investigation, the paper moves to consider how’ teacher research mentors’ might assist in structuring web-based templates to assist educators to represent their knowledge at master’s and doctoral level. By critical examination of scaffolds, the author posits a view that development of such scaffolds can enable knowledge elicitation.
Coombs, S.. Penny, R. and Smith, I. (2003) Improving personal learning through critical thinking scaffolds, paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, 11-13 September 2003
Fletcher, S. (2006) Technology-enabled action research in mentoring teacher researchers, Reflecting Education, Vol. 2, No. 1, May 2006, pp. 50-71
Huber, M.T., and Hutchings, P. (2005) The Advancement of Learning: building the teaching commons, Carnegie Foundation for the Advancement of Teaching, Stanford, US
teacher research, mentoring, web-based templates, evaluation
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