Theme 1 Crea,ng Communica,ve Spaces

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Agnes Webster
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Theme 1 Crea,ng Communica,ve Spaces Prac+ce architectures enabling and constraining the se&ng up of communica+ve spaces in various professional se9ngs researchers and; preschool teachers as leaders

1 Theme 1 Crea,ng Communica,ve Spaces Prac+ce architectures enabling and constraining the se&ng up of communica+ve spaces in various professional se9ngs researchers and; preschool teachers as leaders in their own prac,ces, teachers and principals in primary schools, teachers and principals in net- works in primary and secondary, lecturers/researchers and students in HE and principals in collegial networks Prac+ce architectures enabling and constraining the construc/on and maintenance of communica+ve spaces Sharing experiences, storytelling, cri,cal incidents and thinking, par,cipa,on, meaningfulness leading to emerging ac,ons or seeds of ac,ons (in e.g. storytelling, sharing of experiences) leads to.. transforma+on into par+cipants own professional ac+on? Rela+ng to overall PEP research ques+on How is good professional development (praxis development) being understood and experienced What research approaches facilitate praxis and praxis development in different contexts? 1

2 Ins,tu,onal prefigura,ons Professional ac,on Educa,onal sites Awareness of on Interest in COMMUNI Schools ACTION CATIVE SPACES RESEARCH University Awareness of on Professional ac,on Educa,onal sites Ins,tu,onal prefigura,ons COMMUNICATIVE SPACES! Aims at intersubjec,ve agreement, mutual understanding, and unforced consensus Collabora,on for a comprehensible, true, authen,c, appropriate and morally right manner of understanding the world jus,fica,on by beter argument Tes,ng, developing and retes,ng agreements/understandings/ decisions for reaching mutual comprehensibility in delibera,vely cri,cal and reflexive manner Problems and issues thema,zed for cri,cal explora,on and for overcoming dissa,sfac,on, aims at fostering playfulness and adop,ng a thoughwul but exploratory view Kemmis and McTaggart (2005) 2

2014-12- 07 COMMUNICATIVE SPACES? delicate, liminal and dynamic places and moments for the lifeworld to confront with the system, agents to confront the culture and structure.

3 COMMUNICATIVE SPACES? delicate, liminal and dynamic places and moments for the lifeworld to confront with the system, agents to confront the culture and structure. constantly changing, oﬀering unforeseen possibilites and unpredictable challenges. Opening up for CS can both paradoxical and contradictory requires given boundaries and provision of a sense of purpose, and have o[en to confront with conﬂic,ng understandings of par,cipa,on as well as varying expressions of the need and character of for example leadership prac,ces. Gayá Wicks and Reason (2009) 3

Social sites Professional roles Mediums for

communica+ve spaces in par+cipatory ac+on

4 Struggling with a Special Issue Prac+ce theory Ac+on Research Communica+ve spaces Social sites Professional roles Mediums for change Professional learning Educa,onal change SYMPOSIUM Enabling tradi+ons and professional constraints for fostering communica+ve spaces in par+cipatory ac+on research Communica+ve space? APERA The Hong Kong Ins,tute of Educa,on 4

5 PAPERS COVER (a) The means of opening up for communica,ve spaces (storytelling for cri,cal academic literary in higher educa,on) (b) The condi,ons that may enable and/or constrain construc,on of communica,ve spaces (for collabora,ve professional development) (c) The quali,es, func,ons and outcomes of (different ra,onali,es) of communica,ve spaces constructed for rrofessional experience sharing and ac,on reserch Storytelling and par+cipatory ac+on research in higher educa+on: Re- crea+ng communica+ve spaces to promote cri+cal academic literacy Doris Santos, Universidad Nacional de Colombia Bogota DC, Colombia Crea+ng communica+ve spaces for teacher/leader dialogue and inquiry Jane Wilkinson, Griffith University, Australia Study circles among principals as communica+ve spaces Petri Salo, Åbo Akademi University, Finland Researcher role(s) in collabora+ve professional development projects among teachers Jessica Aspfors, University of Nordland, Norway, Michaela Pörn, LiseloT Forsman, Gunilla Karlberg- Granlund & Petri Salo Åbo Akademi University, Finland Research circles a way to manage educa+onal changes? Lill Langelotz & Lena Thyren University of Borås, Sweden What make(s) a good teacher? A study about teachers peer group mentoring as a tool to manage local changes and educa+onal reforms Lill Langelotz, University of Borås, Sweden 5

Study/research circles and dialogue conferences as communica5ve spaces

Study/research circles and dialogue conferences as communica5ve spaces Torbjørn Lund, University of Tromsø. Norway, Karin Rönnerman, University of Gothenburg, Sweden Petri Salo, Åbo Akademi University,