Autonomy through pedagogical research

This qualitative study describes a new professional stance, teacher as pedagogical researcher, provides a rationale for its emergence, demonstrates connections of pedagogical research to autonomy in teaching through the words and lived experiences of teacher researchers, and presents implications for teacher professional development and for teacher education programs in promoting autonomy through pedagogical research. A hermeneutic phenomenological theme analysis of interviews with three teacher researchers revealed seven themes of autonomy through pedagogical research.     

Collaborative reflection through story: towards a deeper understanding of ourselves as women researchers

This paper outlines the collaborative inquiry process of three female academics who decided to subject themselves to the same qualitative research procedures that they employed with others. In this inquiry, they were in search of “researcher thinking,” attempting to discover the implicit theories they brought to the research site. The methodology involved telling stories about research experiences and collaboratively reflecting on these stories through discussions, field notes, and written narratives. Unexpectedly, a common story emerged that was fundamental to their identities as researchers and as women. All three experienced a tranformation which facilitated the emergence of both researcher and personal voices. Others who follow this process may also gain personal understandings which will enhance research practices and facilitate understanding the possibility that research might empower those who are participating in it.     

A review of issues in continuing professional development in teaching,nursing and radiography

This paper examines developments in the provision of continuing professional development (CPD) for school teachers, nurses and radiographers in the UK. The focus is on current developments which are located in the context of models of professional development. Three major issues are identified: funding/resourcing, curriculum coherence and the relationship to practice. The latter raised further issues for consideration including the accreditation of practice, the development of reflective practice and the moves towards research‐based and evidence‐based practice. The paper concludes that CPD is a comparatively under‐researched activity and that the approaches to CPD in the three occupational groups have significant similarities. Furthermore the existing literature has not located CPD in the context of current thinking regarding learning organizations and post‐technocratic models of professional development.     

Book Review

The Case Against Standardized Testing: Raising the Scores, Ruining the Schools Alfie Kohn; Portsmouth, NH: Heinemann, 2000. 94 pages, ISBN 0–325–00325–4 Order from Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 or www.heinemann.com for $10.00 paper; Unabridged Audiotape (180 min on 2 tapes) for $16.00, order no. 00893.     

Urgently needed: Autonomous early childhood teacher educators

Abstract

This article is a call for early childhood teacher educators to take action against increasing national mandates with the potential for negatively impacting young children and early childhood teachers. Voices of teachers, teacher educators, and administrators presented in this article reflect the struggles of being autonomous professionals in a heteronymous educational environment. The authors conclude with several suggestions for early childhood teacher educators to become more involved in advocacy and policy by engaging students in campaigns for important issues, sharing information with policy makers, and networking with other professionals.