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Critical Research Collaboration: A Strategy for Developing Reflective Teachers

Critical Research Collaboration: A Strategy for Developing Reflective Teachers. Carola Hernández H. Ole Ravn Department of Learning and Philosophy, Aalborg University, D enmark Juan C arlos Olarte CIFE, Universidad de Los Andes, Colombia February 9, 2012. Context.

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Critical Research Collaboration: A Strategy for Developing Reflective Teachers

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  1. Critical Research Collaboration: A Strategy for Developing Reflective Teachers Carola Hernández H. Ole Ravn Department of Learning and Philosophy, Aalborg University, Denmark Juan Carlos Olarte CIFE, Universidad de Los Andes, Colombia February 9, 2012

  2. Context • 30 years in High Education Research, some universities have developed different strategies to improve teaching. • One prominent application of HE research is seeing teaching as a complex procedure that facilitates students’ learning, or students’ knowledge-construction processes (Lindblom-Ylänne, Trigwell, Nevgi, & Ashwin, 2006; Lueddeke, 2003). • Change it is not easy, academics develop three activities: research, teaching, administration. • There are not “better courses” with a guarantee of “proven solutions” developed by academics in education.

  3. Reflective teacher • One strategy for empowering university teachers is to promote reflective practitioners (Schön, 1991) as part of teacher training process. • Application of pedagogical knowledge using reflection-in-action and reflection-on-action. • Reflection-in-action implies think in class, on the concrete situations. (micro-process) • Reflection-on-action implies think in the class development and the full process. (macro-process) • Teachers can adapt their courses to new circumstances

  4. What happen when the teacher are not part of a training program?

  5. Critical Research Skovsmose and Borba (2004) • Participative research. • Focuses on the changes in the classroom. • Represents a form of co-operation between teacher and researchers as a response to particular educational problems. • It pays special attention to hypothetical situations –although still considering the actual situation– and also investigates alternatives .

  6. Critical Research Arranged Situation: practical alternative that emerges from a negotiation Practical Organization Explorative reasoning Current Situation: a specific situation going on before interaction Imagined Situation: may solve the problem, by viewing possible alternatives Pedagogical Imagination

  7. The change process in classroom practices Time

  8. Role- Play • Groups of 4-5 participants. • Define roles: university teachers, researchers in HE. Try to analyze possibilities of change in a class situation: • What is the Current situation? • What will be the ideal situation for the teachers? What will be the ideal situation for the researchers? • Are there some theories/ideas/ past practices that teachers or researches know that can help? • What would be the Imagined situation?

  9. Role- Play • What would be the Imagined situation? • What will be the possibilities to introduce the change? • Witches are the limitations for the change (physical space, time, administrative)? • How would be the people that negotiate? • Which would be the difficulties that can the group imagine for the implementation? General discussion

  10. Results in Bogota • Critical Research Collaboration with 2 physics teachers in Los Andes for two and half years. • Develop and implementation of two new courses with student-centered perspective using clickers, group work, problem solving sessions. • New strategies to work with graduate students that help in the courses. • Teachers are reflective practitioners in their classes. • Publish three research papers, two posters in conferences and this workshop.

  11. References • Lindblom-Ylänne, S., Trigwell, K., Nevgi, A., & Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285-298. • Lueddeke, G. R. (2003). Professionalising teaching practice in higher education: A study of disciplinary variation and 'teaching-scholarship'. Studies in Higher Education, 28(2), 213-228. • Schön, D. A. (1991). The reflective practitioner. How professionals think in action. London: Arena, Ashgate Publishing Limited. • Skovsmose, O., & Borba, M. (2004). Research Methodology and Critical Mathematics Education. In P. Valero & R. Zevenbergen (Eds.), Researching the Socio-Political Dimensions of Mathematics Education (Vol. 35, pp. 207-226): Springer Netherlands.

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