Towards a useful paradigm for teacher-research

Odena, O. (2016) Towards a useful paradigm for teacher-research. In: 29th International Congress for School Effectiveness and Improvement (ICSEI) Conference, University of Glasgow, UK, 6-9 Jan 2016,

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This paper considers some paradigms of educational research and their relation to teachers’ own research in their work settings. The characteristics of the positivist, interpretive and critical paradigms are examined. A participatory paradigm is considered with reference to teacher-research. Following suggestions from the literature (e.g. Cain, 2012; Heron & Reason, 2009; Odena, 2014) the paper examines how research in this paradigm involves participants and considers the influence of context. It is argued that teacher-research is essentially research for action, although the characteristics of ‘action research’ as described in the literature are not always evident. The conclusion suggests moving towards a participatory paradigm that goes beyond the positivist-interpretive dichotomy, if the aim is to include enquiry as part of teachers’ professional learning.

Item Type:Conference Proceedings
Additional Information:This paper was presented at ICSEI Parallel Session 3 on ‘Teacher Effectiveness, Teacher Quality and Professional Learning’ chaired by the author, including three papers by Brown, Daly and Liou (1), Odena (2), and Brown and Godfrey (3).
Glasgow Author(s) Enlighten ID:Odena, Professor Oscar
Authors: Odena, O.
College/School:College of Social Sciences > School of Interdisciplinary Studies
College of Social Sciences > School of Education > Robert Owen Centre

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