Abstract
learning within education and is backed by a growing research base. However,
one dimension of it seems to have been largely neglected by research methods
texts and research accounts: the messiness of teacher collaboration. This seems
a significant gap in the collaborative inquiry “story”. Drawing on Adamson and
Walker’s notion of messiness as the choices, problems and unexpected challenges
of a collaborative inquiry, this chapter foregrounds mess and messiness to answer
four research questions: what is messiness in collaborative inquiry? How does
messiness happen? Should we document mess and messiness? How can you
document messiness? These questions are answered by drawing on existing
literature and using illustrative examples from the author’s doctoral research.
The chapter argues that when honestly documented, using “Second Text” and
“confessional tales”, for instance, messiness can contribute to enhanced rigour
within collaborative inquiry. It concludes by asserting that researchers need to
acquire “Bildung” if they are to “surf the wave(s) of messiness” in their research.
| Language | English |
|---|---|
| Title of host publication | Teachers and Teacher Educators Learning Through Inquiry |
| Subtitle of host publication | International Perspectives |
| Editors | Pete Boyd, Agnieszka Szplit |
| Place of Publication | Kraków |
| Publisher | Wydawnictwo Attyka |
| Chapter | 12 |
| Pages | 239-262 |
| Number of pages | 24 |
| ISBN (Electronic) | ISBN 978-83-65644-28-2 |
| Publication status | Published - 10 Jul 2017 |
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Collaborative Inquiry by Teacher Educators : Mess and Messiness. / Powell, David.
Teachers and Teacher Educators Learning Through Inquiry: International Perspectives. ed. / Pete Boyd; Agnieszka Szplit. Kraków : Wydawnictwo Attyka, 2017. p. 239-262.Research output: Chapter in Book/Report/Conference proceeding › Chapter
TY - CHAP
T1 - Collaborative Inquiry by Teacher Educators
T2 - Mess and Messiness
AU - Powell, David
PY - 2017/7/10
Y1 - 2017/7/10
N2 - Collaborative inquiry is a widespread and dominant approach to professionallearning within education and is backed by a growing research base. However,one dimension of it seems to have been largely neglected by research methodstexts and research accounts: the messiness of teacher collaboration. This seemsa significant gap in the collaborative inquiry “story”. Drawing on Adamson andWalker’s notion of messiness as the choices, problems and unexpected challengesof a collaborative inquiry, this chapter foregrounds mess and messiness to answerfour research questions: what is messiness in collaborative inquiry? How doesmessiness happen? Should we document mess and messiness? How can youdocument messiness? These questions are answered by drawing on existingliterature and using illustrative examples from the author’s doctoral research.The chapter argues that when honestly documented, using “Second Text” and“confessional tales”, for instance, messiness can contribute to enhanced rigourwithin collaborative inquiry. It concludes by asserting that researchers need toacquire “Bildung” if they are to “surf the wave(s) of messiness” in their research.
AB - Collaborative inquiry is a widespread and dominant approach to professionallearning within education and is backed by a growing research base. However,one dimension of it seems to have been largely neglected by research methodstexts and research accounts: the messiness of teacher collaboration. This seemsa significant gap in the collaborative inquiry “story”. Drawing on Adamson andWalker’s notion of messiness as the choices, problems and unexpected challengesof a collaborative inquiry, this chapter foregrounds mess and messiness to answerfour research questions: what is messiness in collaborative inquiry? How doesmessiness happen? Should we document mess and messiness? How can youdocument messiness? These questions are answered by drawing on existingliterature and using illustrative examples from the author’s doctoral research.The chapter argues that when honestly documented, using “Second Text” and“confessional tales”, for instance, messiness can contribute to enhanced rigourwithin collaborative inquiry. It concludes by asserting that researchers need toacquire “Bildung” if they are to “surf the wave(s) of messiness” in their research.
UR - http://insight.cumbria.ac.uk/id/eprint/3088/1/teachers%20and%20teacher%20educators%20learning%20through%20inquiry%20Boyd%20%26%20Szplit%202017.pdf
M3 - Chapter
SP - 239
EP - 262
BT - Teachers and Teacher Educators Learning Through Inquiry
A2 - Boyd, Pete
A2 - Szplit, Agnieszka
PB - Wydawnictwo Attyka
CY - Kraków
ER -