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PRACTITIONER RESEARCH ("According to Carr and Kemmis (1986), three…

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- - - - "The ethos of cooperation and collaboration that prevails in a learning community contributes to the social dimension that adds coherence to the group. However, as Hiebert et al. (2002) point out, collaboration has a role beyond the mere socialization of the group – it also has a function in making public any new knowledge discovered during group discussions: ‘Collaboration becomes essential for the development of professional knowledge, not only because collaboration provides teachers with social support groups but because collaborations force their participants to make their knowledge public and understood by colleagues’ (7). The idea of sharing new knowledge by making it public is central to the work of Hiebert et al. (2002) who suggest that it could contribute to creating a knowledge base for the teaching profession.
        
        "Although teacher research can result in learning and the trans‐
        formation of practice for individual teachers, unfortunately, the outcomes of teacher research initiatives are not widely disseminated (Cochran‐ Smith & Lytle, 1993; Gore & Zeichner, 1995).To contribute to the professionalization of teaching, it is critical that practitioner research outcomes be shared with others. In this study, I encouraged all participants to consider sharing the outcomes of their research in a public format – through staff meetings, local or national conferences, or publications in a district newsletter or practitioner journal." (Goodnough, 2008, p. 444)
        
        "Critics point out that the production and application of knowledge is far more complex than this linear model suggests (knowledge transfer), and has argued that knowledge ‘mobilization’ is a better way to capture how knowledge is generated in complex networks. Realizing impact is in this vision not just an intellectual process and transfer, but also a socio-political activity of knowledge mobilization embedded in heterogeneous soci- etal networks with many different stakeholders. " Tineke A. Abma, Tina Cook, Margaretha Rämgård, Elisabeth Kleba, Janet Harris & Nina Wallerstein (2017) Social impact of participatory health research: collaborative non-linear processes of knowledge mobilization, Educational Action Research, 25:4, 489-505, DOI: 10.1080/09650792.2017.1329092, p. 490
        
        how the way in which research is undertaken affects
        how and where impact might occur. Abma et al, 2017, p. 491
        
        "Knowledge transfer is largely a passive and linear process (Weiss 1979), based on a ‘banking’ education process (Freire 1973), which does not by itself result in insights and motivation to use that knowledge on the side of the ‘recipients.’ People (so-called recipients or users) have practical and experiential knowledge and skills and the ability to learn and to make their own decisions, but in health systems, knowledge transfer often leads to a situation of disqualification or even destruction of their knowledge. Abma et al, 2017, p. 491
        
        "Leaving out minor voices and stakeholder perspectives leads to a situation of ‘epistemic injustice’ (Fricker 2001). Epistemic injustice arises when a person is not seen as credible as compared to providers, and this power differential is exacerbated when a patient doesn’t understand the language or comes from marginalized circumstances." Abma et al., 2017, p. 492
        
        "The aim of involving multiple perspectives and different forms of knowledge (experiential, practical, traditional, and scientific) is to develop a richer and more meaningful portrayal of the investigated practice and to facilitate a learning platform for representing the multiple experiences, hopes and fears of those with direct experience as a route to reducing health inequalities. Such research is working from a horizontal, communicative approach of power, and critical of the traditional power asym- metries in which the researcher observations are viewed as objective and lived experience viewed as subjective, with the subjective considered less valuable. (Abma, 2017, p. 495
        
        "a good AR project often has no well-defined ending.’ (Piggot-Irvine, Rowe, and Ferkins 2015, 549). Social impact is therefore not just an end ‘prod- uct’, but rather occurs throughout the research process and continues after it is completed. Abma, 2017, p. 497
        
        As many researchers suggest, achieving social impact involves complex and dynamic collaborative processes with community members, patients/service users, health and social service professionals, policy-makers, and other stakeholders whose interests and values need to be taken into account to achieve social impact. Abma, 2017, p. 501
        
        For a participatory research approach and its social impact to get noticed and recognized,
        it is critical to understand how social impact gets conceived. We see in other fields that this is too often limited to what is measurable and observable.Abma, 2017, p. 502
        
        "To overcome epistemic injustice, linear knowledge transfer can be replaced by a dialogical model of co-learning (Freire 1982; Guba and Lincoln 1989; Wallerstein and Auerbach 2004; Abma 2005; Van De Ven and Johnson 2006; Abma, Leyerzaph, and Landeweer 2016). In collective actions, stakeholders engage in a process of asking and answering research questions together in order to create new understandings on issues that matter to them. Those who are researched are no longer seen as object, but become subjects and gain control over the research process (Freire 1973, 1982). Such collaboration supports the creation of mean- ingful dialog, and the variety of stakeholder perspectives in the dialog can broaden the scope and place possible understandings and solutions within a larger societal framework." Abma, 2017, p. 492
    - - While the initial iteration of evidence-based emerged from the UK, there has been an increased focus in the US, mainly since the re-authorization of the Elementary and Secondary Education Act in 2011 (known as "No Child Left Behind")(Mockler & Casey, 2015, p. 101)
      - "Much of the action research that has proliferated in many parts of the world over the past two decades has not been the vehicle for educational critique we hoped it would be. Instead, some may even have become a vehicle for domesticating students and teachers to conventional forms of schooling." (Kemmis (2006, p. 459, as cited by Mockler & Casey, 2015, p. 102)
        
        "Fundamentally, we question how far randomised controlled trials can be regarded as the ‘gold standard’ or ‘one true path’ when applied to situations, such as schools, where the key players (i.e. teachers and the students) are neither randomised nor controlled." (Mockler & Casey, 2015, p. 102)
- - - - "Putting it simply, like Cochran- Smith and Lytle, we see self- study action research not just as an approach to research or an experimental intervention at work, we see it as a way of life, an attitude or disposition, both an ontology and an epistemology. We see it as something that becomes part of who we are and becomes almost as natural as breathing." (Glenn, 2017, p. 29)
      - "we know that shared meaning and understanding are key to the sustainability of that community. We reach that shared meaning through dialogue, as outlined in Chapter 1. Shared meaning becomes the glue that holds a community of practice together. (...) The process of sharing meaning outweighs and diminishes any sense of small- mindedness or desire to be the best that might arise" (Glenn, 2017, p. 29-30) This idea of shared meaning and considering it as that which holds the community together might, if they didn't mention it elsewhere, be omitting the difficulties found at times to reach such shared meaning. A phenomenological approach can support reaching that level of comprehension
      - "We invite critical friends to critique and evaluate our fledgling ideas as our research unfolds so as to make certain we are making sense and to ensure that our ideas are strong and robust. (...) As the research process develops, action researchers establish a validation group to question and to verify the rigour and honesty of their findings" (Glenn, 2017, p. 30-31).
        
        "Online CPD Programme. The programme, called Enhancing Practice for Classroom Teachers, was part of the continuous professional development (CPD) programme that primary school teachers in Ireland may undertake during their summer holidays,(...). The teachers who participate in these programmes and complete all the requirements of it, receive a certificate of participation and recognition in terms of being awarded three personal leave days in the following school year. Our online course incorporated asynchronous participation in a discussion board and reflective commentary as compulsory aspects of participation. This idea on the online discussion board could be incorporated as one EXPLORATORY TOOL and as something which could prevail once the research as such is over. The caveats of this modality are the limited stimulation to discuss that it provides when compared with face-to-face interactions and the lack of dialogue if using the format of a blog (but which could be improved if using a text message format instead?). These two elements could be "overcome" by conceiving this virtual space as a mean to maintain contact among member between one meeting and the next and also to debrief emotional issues if needed*. "Topics of interest and burning questions** are discussed in this arena between meetings and it provides a forum for people who are unable to attend. It also provides a connection with participants who want to remain silent but are listening." (Glenn, 2017, p. 42)
      - "We link our sense of empowerment to the sense of autonomy that emerged for us as we took ‘charge of critical features of the teaching and learning process in [our] setting’ as outlined by Tannehill and MacPhail (2016: 3). This sense of empowerment and being at the helm of your own practice is key to how teachers continue to be motivated in their everyday practice." (Glenn, 2017, p. 31)
        
        "We believed that teachers could be powerful agents of change in their own classrooms, and that they could bring about effective improvement through critically reflecting on their practice. Through their engagement with this process, teachers could experience a sense of self- empowerment as they took responsibility for their own learning and for the creation of new knowledge of their educational practice.
        Niemi et al. (2012) point out that this approach would require a change from professional development delivered to teachers, to a situation where teachers are developing their own professional learning in relation to their particular classroom context." (Sullivan, 2017, p. 48)
        This sense of "self-empowerment", however, might be fraught with obstacles which need to be worked out first. There is a sometimes a misrecognized diversity in the contexts where the teachers teach which makes the possibility of collaborating challenging to begin with
        
        "Lewis and Allan (2005: 12) acknowledge the potential for epistemological enhancement through participating in learning communities, when they explain how an individual’s personal knowledge becomes explicit through sharing it with the group: ‘In many respects learning communities are concerned with explicit knowledge and also the codification of tacit knowledge into explicit knowledge. The process of transforming tacit into explicit knowledge is a key activity of learning communities.’ The significance of this epistemological phenomenon lies in the fact that, in the traditional view, teachers were not regarded as competent researchers or as potential developers of new knowledge of their practice." (Sullivan, 2017, p. 57)
        
        "A report from the OECD (2005: 122) claims that ‘professional developmentis often fragmented, unrelated to teaching practice and lacking in intensity and follow- up’. Attention needs to be paid, therefore, to the quality of CPD offered to teachers, if it is to be effective, long- term and coherent: teachers should feel that they have ownership of the process, it should continue throughout their professional careers, it should be based on principles of cooperation and collaboration and it should reflect an improvement in their learning as well as in the learning of their students." (Sullivan, 2017, p. 61)
        
        "While many people in education see professional development and professional learning as the development of people— professionals in a variety of roles, including teachers—senior staff in Wattletree District have begun to see it as a practice of developing practices—a practice of practice development." (Kemmis et al., 2014, p. 127-128)
        
        "For practice development to flourish, three main professional learning practices and the arrangements which supported them emerged. We observed practices that both created and emerged from (1) cultivating a culture of care and collaboration; (2) agentic collegial responsibility, and (3) deprivatizing practice. At a fundamental level, these practices were held together by practice architectures that demonstrated a shared commitment to both a ‘focus on improving student learning’ and ‘engaging in critically reflexive dialogues’." (Kemmis et al. 2014, p. 130)
        
        "In short, the sayings, doings, and relatings of the practice of relational trust were enmeshed with consciously developed practice architectures in the site that supported and sustained the practice of trust." (Kemmis et al., 2017, p. 134)
        
        "Kendra’s recognition of the importance of the language of solidarity demonstrates, we believe, an awareness that (in terms of our theory of practice architectures) it is necessary to construct practice architectures to sustain a culture of care collaboration for collective professional learning to thrive. Particular kinds of cultural- discursive arrangements are needed: relevant examples here are captured in language like “we as a team”, “our everyday language”, “our responsibility” and “a whole staff movement”. Particular kinds of material-economic arrangements are also needed: staff meetings for professional learning, for example. And particular kinds of social-political arrangements are also needed: for example, relationships of relational trust and co-participation. These three kinds of arrangements also hung together in practices like the practice of joint negotiation that we observed in various sites: in staff meetings, between teachers in schools, between teachers and leaders in schools, and between District Office staff and school principals)." Kemmis, 2014, p. 135)
        
        "While teachers frequently practice ‘privately,’ behind the closed door of their own classrooms, District consultants encouraged teachers to ‘de-privatise’ their practice as a step towards opening up a collective and shared responsibility for teacher practice development. This shift was a challenge to the historical isolation of teaching inside (the material arrangements of) the four walls of the classroom which, for many, acted as barriers to sharing practices and ideas." (Kemmis et al. , 2'14, p. 140)
        
        "In the literatures of ‘communities of practice’ and ‘professional learning com- munities,’ it is hard to escape the positive connotations of the word ‘community’. In reality, professional learning communities are not always harmonious, and not always spaces of solidarity and cohesion; they are also spaces of tension, resistance, fragmentation and conflict. They can also be spaces where some people’s interests get served at the expense of others, and where some people feel compelled to comply with their bosses’ wishes in order to stay out of trouble. For those who inhabit them as well as for their leaders, managing a learning community is always a matter of managing the dynamic tension between cohesion and conflict, a matter requiring diplomacy, discretion, nous (practical good sense) and wisdom." (Kemmis et al., 2014, p. 143)
        
        "Teachers—as participants in professional learning practices—also became
        stirred into new practices of teaching and professional learning in their particular sites. To do this, they learned and so displayed particular professional dispositions which included knowledge, skills, and values that hang together in the practicing or enactment of a practice in which they play a part. They developed these dispositions by practicing their professional learning amid particular practice architectures ( cultural-discursive, material-economic and social-political arrangements) that enabled and constrained the development of their professional practice." (Kemmis et al., 2014, p. 130)
      - "in our dialogue and as part of our community of practice, we found that reflection on what we had said ourselves and on what had been said by others inspired us to meta- reflect (to reflect on our reflections) and to plan further dialogue." (glenn, 2017, p. 33)