THE ROLE OF CRITICAL REFLEXIVITY IN THE PROFESSIONAL DEVELOPMENT OF PROFESSIONAL DEVELOPERS: A CO-AUTOETHNOGRAPHIC EXPLORATION

DOI:

https://doi.org/10.17564/2316-3828.2018v7n1p13–24

Autores

  • Sara E. D. Wilmes Research collaborator, Institute of Applied Educational Sciences, University of Luxembourg; PhD, Université du Luxembourg, Maison des Sciences Humaines; Primary science education, plurilingual science education
  • Kerstin te Heesen Research collaborator, Institute of Applied Educational Sciences, University of Luxembourg; PhD, Université du Luxembourg, Maison des Sciences Humaines; Visual studies, history of education, knowledge acquisition.
  • Christina Siry Professor, Institute of Applied Educational Sciences, University of Luxembourg; PhD, Université du Luxembourg, Maison des Sciences Humaines; Primary science education, teacher education, cultural studies of science education.
  • Nora Kneip Primary school teacher, SciTeach Center, University of Luxembourg, MA, Université du Luxembourg; Primary science education, nature education, teacher education.
  • Sandy Heinericy Primary school teacher, SciTeach Center, University of Luxembourg, BA, Université du Luxembourg; Primary science education, teacher education, family therapy.

Palavras-chave:

Co-autoethnography. Critical Pedagogy. Teacher Research. Teacher Professional Development.

Publicado

2018-10-17

Downloads

Downloads

Não há dados estatísticos.

Edição

v. 7 n. 1 (2018)

Seção

Número temático

Licença

A Revista oferece acesso livre e imediato ao seu conteúdo, seguindo o princípio de que disponibilizar gratuitamente o conhecimento científico contribui para a democratização do saber. Assume-se que, ao submeter um artigo, o(a) autor(a) se reconhece como detentor(a) do direito autoral sobre ele e autoriza seu livre uso pelos leitores, podendo ser, além de lido, baixado, copiado, distribuído e impresso.

Resumo

This manuscript shares findings from a collaborative autoethnography project during which two classroom teachers worked together with university researchers to develop and facilitate science education professional development workshops for elementary teachers in (blinded for review). Grounded in critical theoretical perspectives, we undertook a process of collaborative autoethnography grounded in dialogue and reflection, to examine our own professional development in the process of facilitating the professional development of our colleagues. First, we elaborate the cultural and historical importance of this project in the context of teacher professional development in (blinded for review), an education system that operates from a national primary school curriculum, but in which instructional decisions are made by teachers. Next, we describe how critical methodologies allowed us to examine working within this system from each of our unique perspectives, while critically analyzing the process of engaging in professional development with teachers. We then elaborate the two main claims that emerged from our collective processes of reflection, dialogue, and action, namely that undergoing this critical process in parallel with supporting teacher professional development facilitated changes in our perspectives and our positions towards the national curricula, and that our multiple roles coupled with the process of reflection-dialogue-action mediated taking agency and the adaptation of primary science curricula. (word count: 207)

Como Citar

Wilmes, S. E. D., Heesen, K. te, Siry, C., Kneip, N., & Heinericy, S. (2018). THE ROLE OF CRITICAL REFLEXIVITY IN THE PROFESSIONAL DEVELOPMENT OF PROFESSIONAL DEVELOPERS: A CO-AUTOETHNOGRAPHIC EXPLORATION. Interfaces Científicas - Educação, 7(1), 13–24. https://doi.org/10.17564/2316-3828.2018v7n1p13–24

Referências

BAZZUL, J. Neoliberal ideology, global capitalism,

and science education: Engaging the question of

subjectivity. Cultural Studies of Science Education, v.7,

n.4, p.1001-1020, 2012.

BENCZE, L.; CARTER, L. Globalizing students acting for

the common good. Journal of Research in Science

Teaching, v.48, n.6, p.648-669, 2011.

BOYLORN, R.M.; ORBE, M.P. Critical autoethnography:

Intersecting cultural identities in everyday life. Walnut

Creek, CA: Left Coast Press, Inc., 2014.

CARTER ADAMS, B.J.; BARTELL, T.; RICHMOND,

G. Teaching in dehumanizing times: The

professionalization imperative. Journal of Teacher

Education, v.67, n.3, p.170-172, 2016.

CHANG, H.; WAMBURA NGUNJIRI, F.; HERNANDEZ,

K.C. Collaborative Autoethnography. Walnut Creek,

CA: Left Coast Press, Inc., 2013.

COIA, L.; TAYLOR, M. Co/autoethnography: Exploring

our teaching selves collaboratively. In: FITZGERALD, L.;

HESTON, M.; TIDWELL, D. (Ed.). Research methods for

the self-study of practice, Netherlands: Springer, 2009.

p.3-16.

ELLIS, C.; BOCHNEr, A. P. Autoethnography, personal

narrative, reflexivity: Researcher as subject. In: DENZIN,

N.K.; LINCOLN ,Y.S. (Ed.). The Handbook of qualitative

research (2nd ed., pp. 733-768). Newbury Park, CA:

Sage. 2000.

FREIRE, P. Pedagogy of the oppressed. London:

Penguin, 1968.

FREIRE, P. Pedagogy of freedom: Ethics, democracy, and

civic courage. Lanham, MD: Rowman & Littlefield, 1998.

GREENE, M. Releasing the imagination. Jossey Bass, 2005.

HAZELKORN, E. et al. Science education for responsible

citizenship. Report to the European Commission of the

Expert Group on Science Education. 2015.

HERNANDEZ, K.C.; CHANG, H.; WAMBURA NGUNJIRI,

F. Collaborative Autoethnography as Multivocal,

Relational, and Democratic Research: Opportunities,

Challenges, and Aspirations, a/b: Auto/Biography

Studies, v.32, n.2, p.251-254, 2017.

JOHNSON, K.E. The sociocultural turn and its

challenges for second language teacher education.

Tesol Quarterly, v.40, n.1, p.235-257, 2006.

KINCHELOE, J. Knowledge and critical pedagogy.

Netherlands: Springer, 2008.

KRESS, T.M. Inside the “thick wrapper” of critical

pedagogy and research.

International Journal of Qualitative Studies in

Education, v.24, n.3, p.267-283, 2011.

KRESS, T.M.; LAKE, R. The strong poetry of place: a co/

auto/ethnographic journey of connoisseurship, criticality

and learning. Cultural Studies of Science Education,

Available in: <https://doi.org/10.1007/s11422-

-9804-y>. Accessed: 12 june 2017.

KREISBERG, S. Transforming power: Domination,

empowerment, and

education. Albany: SUNY Press, 1992.

MAGILL, K.R. Understanding the relationship between

critical pedagogy and

social studies: Dialectics, agency, and solidarity.

(Unpublished doctoral dissertation). The University of

Texas at Austin, Austin, TX. 2017.

MINISTERE de l’Éducation nationale et de la Formation

professionnelle (MENFP) École fondamentale: Plan

d’études, Luxembourg. 2011. Available in:

www.men.public.lu/catalogue-publications/themestransversaux/

cen/cens/planetudes/fr.pdf>. Accessed:

june 2017.

O’Shea, E.R. et al. Spirituality and professional

collegiality: Espirt de “Core”. In: CHANG, H.;

BOYD, D. (Ed.). Spirituality in higher education:

Autoethnographies. Walnut Creek, CA: Left Coast Press,

Inc., 2011. p.87-107.

Park, J. & Wilmes, S. E. D. (in press). A critical co/

autoethnographic exploration of self: Becoming science

education researchers in diverse cultural and linguistic

landscapes. In C. Siry & J. Bazzul (Eds.), Critical Voices

in science education research: Narratives of academic

journeys. Dordrecht, The Netherlands: Springer.