Bridging Between Research and Practice: Supporting Professional Development Through Collaborative Studies of Classroom Teaching With Technology

Hennessy, Sara

ISBN 10: 9462094330 / ISBN 13: 9789462094338

Published by Sense Pub, 2014

About this Item

398 pages. 9.21x6.14x0.88 inches. In Stock. This item is printed on demand.

Seller Inventory # __9462094330

Bibliographic Details

• Title: Bridging Between Research and Practice: Supporting Professional Development Through Collaborative Studies of Classroom Teaching With Technology
• Publisher: Sense Pub
• Publication Date: 2014
• Language: English
• ISBN 10: 9462094330
• ISBN 13: 9789462094338
• Binding: Hardcover
• Condition: Brand New
• Weight: 0.73 kilograms

About this title

Synopsis

This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory―through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially.
The book reflects upon the power of lesson video review and details how the co-inquirers negotiated “intermediate theory”―bridging educational theory and specific settings―framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique―not models of “best practice”. The resources make pedagogy explicit and vividly illustrate the book’s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources.

Review

"I cannot recommend this book too highly ... it weaves a complex developmental story with a range of facets. It emphasises clearly the rigour of the research that was conducted, while demonstrating the complexity of the inter-relationships, practices and issues for both teachers and researchers in developing practical and theoretical knowledge. Its graphic insights through text and associated media provide exemplars for teachers and those who work with teachers as a rich resource. It shows us all what can be achieved and the means of achieving it."--Prof. Barbara Jaworski, University of Loughborough