The Ins and Outs of Teamworking: When University Teachers, in-Service Secondary Teachers and Pre-Service Teachers Collaborate to Transform Learning

Open access

Abstract

Initiatives for teachers’ professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in teaching action triggers innovation, especially when teachers work together to create the necessary conditions to transform learning. This paper advocates in favour of collaborative action research and innovation as a methodology to promote change in classroom practices. To illustrate this proposal, it presents a case study in which a secondary English teacher from a school which hosts adolescents at risk opens her classrooms to a researcher and a group of pre-service teachers with the objective to reflect upon her own practices and to become an agent of change. Our corpus is made of natural audio-recorded data from the discussions emerging during focus-group sessions held to evaluate the ongoing innovation and interviews to participating secondary students and trainee teachers. The analysis of those interactions will first lead us to reflect upon the challenges of promoting change in the classrooms. Then it will allow us to understand the impact of the experience and argue in favour of a model of teacher education based on team work as a tool to acquire professional skills and guarantee students’ learning success.

[1] Burnard, P., Apelgren, B-M., & Cabaroglu, N. (Eds.) (2015). Transformative teacher research theory and practice for the C21st. Rotterdam: Sense Publishers.

[2] Council of Europe (2015). Study on Foreign Language Proficiency and Employability. Final Report written by S. Beadle, M. Humburg, R. Smith and P. Vale. Brussels: European Commission.

[3] Cohen, L., Chávez, V., & Chehimi, S. (2007). Prevention is primary: Strategies for community well-being. Oakland, CA: Prevention Institute.

[4] Dooly, M., & Masats, D. (2007). La universitat a l’escola i l’escola a la universitat: El treball cooperatiu entre el professorat universitari i el professorat de primària. In E. Añaños & M. Martínez (Coords.), IV Jornades d'innovació docent. Apartat Estratègies didàctiques. Universitat Autònoma de Barcelona. CD-ROM Edition. ISBN: 97-84-490-2557-0.

[5] Engeström, Y. (2001). Communication, discourse and activity. The Communication Review, 3 (1-2), 165-185.

[6] Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 10, 1-24.

[7] Freire, P. (1973). ¿Extensión o comunicación? La concientización en el medio rural. Madrid: Siglo XXI.

[8] Garfinkel, H. (1967). Studies in Ethnomethodology. Englewood Cliffs: Prentice-Hall.

[9] González, P., Llobet, L., Masats, D., Nussbaum, L., & Unamuno, V. (2008). Tres en uno: inclusión de alumnado diverso, integración de contenidos y formación de profesorado. In J. L. Barrio (Coord.), El proceso de enseñar lenguas. Investigaciones en didáctica de la lengua (pp.107-133). Madrid: La Muralla.

[10] Kieffer, C. H. (1984). Citizen empowerment: A developmental perspective. In J. Rappaport, C. Swift, & R. Hess (Eds.), Studies in empowerment: Steps toward understanding action (pp. 9-36). New York: Haworth.

[11] Lave, J. (1991). Teaching, as learning, in practice. Mind, Culture, and Activity, (3) 3, 149-164.

[12] Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2 (4), 34-46. https://doi.org/10.1111/j.1540-4560.1946.tb02295.x

[13] Mondada, L. (1998). Technologies et interaction sur le terrain du linguiste. Actes du Colloque Le travail du chercheur sur le terrain : Questionner les pratiques, les méthodes, les techniques de l’enquête. Université de Lausanne, 13-14 décembre 1996. Cahiers de l’ILSL, 10, 39-68.

[14] Mondada, L. (2003). Observer les activités de la classe dans leur diversité : Choix méthodologiques et enjeux théoriques. In J. Perera, L. Nussbaum & M. Milian (Eds.), L’educació lingüística en situacions multiculturals i multilingües (pp. 49-70). Barcelona: ICE de la Universitat de Barcelona.

[15] Mondada, L., & Pekarek Doehler, S. (2004). Second language acquisition as situated practice: Task accomplishment in the French second language classroom. The Modern Language Journal, 88 (4), 501-18.

[16] Nussbaum, L. (2013). Interrogations didactiques sur l’éducation plurilingue. In V. Bigot, A. Bretegnier & M. Vasseur (Eds.), Vers le plurilinguisme ? 20 ans après. Paris: Albin Michel, 85-93.

[17] Nussbaum, L. (2017). Investigar con docentes. In E. Moore & M. Dooly (Eds.), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (p. 23-45). Dublín, Irlanda/ Voillans, França: Research-publishing.net.

[18] Nussbaum, L., & Unamuno, V. (Eds.), (2006). Usos i competències multilingües entre escolars d’origen immigrant. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona.

[19] Nussbaum, L., Escobar, C., & Unamuno, V. (2006). Una lingüística interactivista de la enseñanza y el aprendizaje de lenguas. In A. Camps (Coord.), Diálogo e investigación en las aulas. Investigaciones en Didáctica de la Lengua y la Literatura. Barcelona: Graó.

[20] Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In G. J. Duncan & Richard J. Murnane (Eds.), Whither Opportunity?: Rising Inequality, Schools, and Children's Life Chances (pp. 91-116). New York: Russell Sage Foundation.

[21] Rowlands, J. (1997). Questioning empowerment. Working women in Honduras. Dublin: Oxfam.

[22] Sacks, H. (1992). Lectures on conversation, Volume 1. Oxford: Basil Blackwell.

[23] Schön, D. A. (1983). The reflective practitioner. San Francisco: Basic Books.

[24] Shandomo, H. M. (2010), The Role of Critical Reflection in Teacher Education. School-University Partnerships, 4 (1), 101-113.

[25] Tsui, A. B. M. (2009). Distinctive Qualities of Expert Teachers. Teachers and Teaching: Theory and Practice, 15 (4), 421-439.

[26] Unamuno, V. (2004). Dilemas metodológicos, preguntas de investigación. Estudios de Sociolingüística, 5 (2), 219-230.

[27] Wallerstein, N., & Bernstein, E. (1988). Empowerment education: Freire’s ideas adapted to health education. Health Education & Behavior, 15, 379-394.

[28] http://dx.doi.org/10.1177/109019818801500402

[29] Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Cambridge, MA: Harvard Business School Press.

[30] Wilhelm, J., Baker, T., & Dube, J. (2001). Strategic reading: Guiding students to lifelong literacy. Portsmouth, NH: Boynton-Cook.

Journal Information

Metrics

All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 30 30 15
PDF Downloads 24 24 7