By Sara Hennessy
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Additional resources for Bridging between Research and Practice: Supporting Professional Development through Collaborative Studies of Classroom Teaching with Technology
Each teacher worked with a colleague they had selected from their subject department – a like-minded teacher who was both interested in the research and 17 CHAPTER 1 an enthusiastic user of technology in their own classroom (again detailed profiles are available in Chapters 2–4). The colleagues were not filmed but took part in the planning process to some extent and then played a full role in the analysis process. Thus all eight teachers acted as classroom educators, subject specialists, and teacher–researchers in this study.
Sometimes they would test practices developed by other teachers, and sometimes they would test ideas generated in the research community. Over time, the observations and replications of teachers in the schools would become a common pathway through which promising ideas were tested and refined before they found their way into the nation’s classrooms. And, as intentions became reality in classrooms, a new kind of knowledge about improving classroom practice would emerge, a knowledge that would accumulate into a professional knowledge base for teaching and continuing improvement in teaching.
Likewise, “co-teaching” and its underpinning, “co-generative dialogue”, aim to collectively generate a discourse for explaining classroom events and designing changes (Tobin & Roth, 2007). This is effected through sharing responsibility for extending explicit and implicit learning opportunities for pupils and co-teachers. Our approach differs somewhat from ‘coaching’ models, for example Content-Focused Coaching (Staub, 2004). , 2007); • post-lesson reflection conferences; • theory-guided conversations focused on student learning and core pedagogical issues.