Collaboration between teachers and university educators in a professional development context: shared situated cases
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Minnes-Brandes, Gabriella
issued: 2009-04-14T19:11:01Z
issued: 1994
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Using ethnographic research methods this case study examined how a group of teachers and university educators analyzed teaching for the purpose of enhancing students’ involvement in their learning. Data were collected from weekly meetings and interviews over a period of two school years. Three research questions guided the study: 1) How does a collaborative group of teachers and university educators, who meet regularly in order to improve teaching practices aimed at increasing students’ active learning, evolve over a period of two school years? 2) What is the nature of the conversational dynamics of this collaborative group? and 3) In what ways can the nature of the discourse in this collaborative group be described and represented? In this study, the group deliberations are described in terms of reflective conversations (Schön 1983; 1987; 1991). While Schön has used this term metaphorically to refer to an individual’s “conversation” with a problem setting, this study extends this term to refer to the dialogue occurring among a group of professional colleagues. Shulman (1992) argues that written well-crafted cases serve as an important springboard for a critical analysis of discussions of educational practice. In this study, the participants’ stories were represented in terms of shared situated cases. The purposes of these cases were: to provide the language and context for educators to discuss teaching; and to serve as a method to accumulate the shared repertoire of these colleagues. The group deliberations became the common ground in the context of a supportive group for discussions of private theories about teaching. Thus, this community of professionals developed a shared language and an accumulated repertoire of teaching strategies. This study provides insights about teachers’ professional development, and the role within it of collaboration between university and school educators. Building on the study, researchers might explore the implications of collaborati…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/7053
extent: 8671150 bytes
format: application/pdf
note: Collaboration Between Teachers and UniversityEducators In a Professional Development Context:Shared Situated CasesbyGABRIELLA vilNNESBRANDESA THESIS SUBMI1TED N PARTIAL FULFILLMENT OFTHE REQUIREMENTS FOR THE DEGREE OFDOCTOR OF PHILOSOPHYinTHE FACULTY OF GRADUATE STUDIESCurriculum and InstructionFACULTY OF EDUCATIONWe accept this thesis as conformingto the requi staTHE UNT\’ S TY OF BRITISH COLUMBIA VJuly 1994© Gabriella Minnes-Brandes, 1994In presenting this thesis in partial fulfilment of the requirements for an advanceddegree at the University of British Columbia, I agree that the Library shall make itfreely available for reference and study. I further agree that permission for extensivecopying of this thesis for scholarly purposes may be granted by the head of mydepartment or by his or her representatives. It is understood that copying orpublication of this thesis for financial gain shall not be allowed without my writtenpermission.(Signature)_____________________Department of________________________The University of British ColumbiaVancouver, CanadaDate /2J j’/DE-6 (2188)IIAbstractUsing ethnographic research methods this case study examined how agroup of teachers and university educators analyzed teaching for the purpose ofenhancing students’ involvement in their learning. Data were collected fromweekly meetings and interviews over a period of two school years.Three research questions guided the study: 1) How does a collaborativegroup of teachers and university educators, who meet regularly in order toimprove teaching practices aimed at increasing students’ active learning, evolveover a period of two school years? 2) What is the nature of the conversationaldynamics of this collaborative group? and 3) In what ways can the nature of thediscourse in this collaborative group be described and represented?In this study, the group deliberations are described in terms of reflectiveconversations (Schön 1983; 1987; 1991). While Schön has used this termmetaphorically to re…
has type: Thesis/Dissertation
date issued: 1994-11
is shown at: 10.14288/1.0054962
language: eng
degree discipline: Curriculum Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/7053