Reducing discrepancies between teachers' espoused theories and theories-in-use: An action research model of reflective professional development

Educational Action Research

Volumn 20, Issue 3, 2012, Pages 367-384

  Harnett, Jenny ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

action research; communities of practice; espoused theories; reflective professional development; routinised practice; theories in use

Indexed keywords

EID: 84864687470     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650792.2012.697397     Document Type: Article

References (48)

1. Argyris, C. and Schon, D.A. 1974. Theory in practice: Increasing professional effectiveness, San Francisco, CA: Jossey-Bass.
2. Bloom, B.S. 1956. Taxonomy of educational objectives: The classification of educational goals, New York: Longmans Green.
3. Borko, H. 2004. Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8): 3-15.
4. Bransford, J., Derry, S., Berliner, D., Hammerness, K. and Beckett, K.L. 2005. "Theories of learning and their roles in teaching". In Preparing teachers for a changing world: What teachers should learn and be able to do, Edited by: Darling-Hammond, L. and Bransford, J. 40-87. San Francisco, CA: Jossey-Bass.
5. Cazden, C.B. 2001. Classroom discourse: The language of teaching and learning, Portsmouth, NH: Heinemann.
6. Cochran-Smith, M., and S.L. Lytle. 1999. Relationships of knowledge and practice: Teacher learning in communities. In Review of research in education, Vol. 24, ed. A Iran-Nejad and P.D. Pearson, 249-306. Washington, DC: American Educational Research Association.
7. Cohen, J. 1988. Statistical power for the behavioural sciences, 2nd ed., Hillsdale, NJ: Lawrence Erlbaum.
8. Coulthard, M., Montgomery, M. and Brazil, D. 1981. "Developing a description of spoken discourse". In Studies in discourse analysis, Edited by: Coulthard, M. and Montgomery, M. 1-50. London: Routledge and Kegan Paul.
9. Darling-Hammond, L. 2000. How teacher education matters. Journal of Teacher Education, 51(3): 166-173.
10. Day, C. 1999. Developing teachers: The challenges of lifelong learning, London: The Falmer Press.
11. Day, C., Sammons, P., Stobart, G., Kington, A. and Gu, Q. 2007. Teachers matter: Connecting work, lives, and effectiveness, Maidenhead: McGraw-Hill.
12. Dewey, J. 1974. "How we think: A restatement of the relation of reflective thinking to the educative process". In John Dewey on education: Selected writings, Edited by: Archambault, R. 230-259. Chicago, IL: University of Chicago Press.
13. Dufficy, P. 2005. Designing learning for diverse classrooms, Newtown, Australia: Primary English Teaching Association.
14. Elliott, J. 1991. Action research for educational change, Buckingham: Open University Press.
15. Eraut, M. 1994. Developing professional knowledge and competence, London: The Falmer Press.
16. Eraut, M. 2000. Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1): 113-136.
17. Fullan, M. 2005. Resiliency and sustainability. School Administrator, 62(2): 16-18.
18. Fullan, M. and Hargreaves, A. 1996. What's worth fighting for in your school?, New York: Teachers College Press.
19. Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M. and Zeichner, K. 2005. "How teachers learn and develop". In Preparing teachers for a changing world: What teachers should learn and be able to do, Edited by: Darling-Hammond, L. and Bransford, J. 358-389. San Francisco, CA: Jossey-Bass.
20. Hargreaves, A. and Fullan, M. 2000. Mentoring in the new millennium. Theory into Practice, 39(1): 50-56.
21. Hattie, J. What are the attributes of excellent teachers?. Paper presented at the annual conference of the New Zealand Council for Educational Research. Wellington, New Zealand.
22. James, M. 2006. "Assessment, teaching, and theories of learning". In Assessment and learning, Edited by: Gardner, J. 47-60. London: Sage.
23. Kemmis, S. and McTaggart, R. 2000. "Participatory action research". In Handbook of qualitative research, 2nd ed., Edited by: Denzin, N.K. and Lincoln, Y.S. 567-605. Thousand Oaks, CA: Sage.
24. Lieberman, J.M. and Wilkins, E.A. 2006. The professional development pathways model: From policy to practice. Kappa Delta Pi Record, 42(3): 124-128.
25. McCarthy, E.H. 2006. When teachers take staff development personally. The Education Digest, 71(7): 45-49.
26. McLaughlin, M.W. 2005. "Listening and learning from the field: Tales of policy implementation and situated practice". In The roots of educational change: International handbook of educational change, Edited by: Lieberman, A. 57-72. Dordrecht: Springer.
27. Mercer, N. 1995. The guided construction of knowledge: Talk amongst teachers and learners, Clevedon: Multilingual Matters.
28. Mercer, N. 2000. Words and minds: How we use language to think together, New York: Routledge.
29. Mitchell, L. and Cubey, P. 2003. Characteristics of professional development linked to enhanced pedagogy and children's learning in early childhood settings: Best evidence synthesis, Wellington: Ministry of Education.
30. Nias, J. 2005. "Why teachers need their colleagues: A developmental perspective". In The practice and theory of school improvement: International handbook of educational change, Edited by: Hopkins, D. 223-237. Dordrecht: Springer.
31. Palincsar, A.S. 1998. Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49: 345-376.
32. Poskitt, J. 2005. Towards a model of New Zealand school-based teacher professional development. New Zealand Journal of Teachers' Work, 2(2): 136-151.
33. Sadler, R. 1989. Formative assessment and the design of instructional systems. Instructional Science, 18(2): 119-144.
34. Salzman, J.A., Snodgrass, D. and Mastrobuono, D. 2002. Collaborative action research: Helping teachers find their own realities in data. English Leadership Quarterly, 24(4): 2-7.
35. Schon, D.A. 1983. The reflective practitioner, London: Temple Books.
36. Schon, D.A. 1987. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions, San Francisco, CA: Jossey-Bass.
37. Shulman, L.S. and Shulman, J. 2004. How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36(2): 257-271.
38. Somekh, B. 2006. Action research: A methodology for change and development, Maidenhead: Open University Press.
39. Timperley, H. and Robinson, V. 2001. Achieving school improvement through challenging and changing teachers' schema. Journal of Educational Change, 2(4): 281-300.
40. Timperley, H., Wilson, A., Barrar, H. and Fung, I. 2007. Best evidence synthesis on professional learning and development, Wellington: Ministry of Education.
41. Tunstall, P. and Gipps, C. 1996. Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal, 22(4): 389-404.
42. Turner-Bisset, R. 2001. Expert teaching: Knowledge and pedagogy to lead the profession, London: David Fulton Publishers.
43. van Boxtel, C., van der Linden, J. and Kanselaar, G. 2000. "Deep processing in a collaborative learning environment". In Social interaction in learning and instruction: The meaning of discourse for the construction of knowledge, Edited by: Cowie, H. and van der Alsvoort, G. 160-178. Oxford: Pergamon.
44. Wells, G. 2001. Action, talk, and text: Learning and teaching through inquiry, New York, NY: Teachers College Press.
45. Yero, J.L. 2002. Teaching in mind: How teacher thinking shapes education, Hamilton, MT: MindFlight Publishing.
46. Young, R.E. 1992. Critical theory and classroom talk, Clevedon: Multilingual Matters.
47. Zeichner, K.M. and Noffke, S.E. 2001. "Practitioner research". In Handbook of research on teaching, 4th ed., Edited by: Richardson, V. 298-332. Washington, DC: American Educational Research Association.
48. Zorfass, J. and Keefe Rivero, H. 2005. Collaboration is key: How a community of practice promotes technology integration. Journal of Special Education, 20(3): 51-60.