Research-Led Culture in a Postgraduate Course

A Case of Collaborative Conceptualisation and Development

Series:

Petra Ponte

Petra Ponte

Critiquing Praxis

Conceptual and Empirical Trends in the Teaching Profession

Series:

Edited by Jan Ax and Petra Ponte

Critiquing Praxis describes the contemporary state of the teaching profession based on different aspects of Dutch educational praxis, and the descriptions are followed by reflections from Australia and Scandinavian perspectives. Its critique of the current state of the profession, especially in the face of the centralisation of education policy and the decentralisation of responsibility to schools, has widespread application elsewhere in the world. The volume does not aim to judge those who made choices about schools and teacher education in the past; rather it aims to offer an evaluation of how the perspectives that shaped past choices were themselves shaped by ways of understanding the world, and by past historical conditions. In our turn, we who are making such choices and responding to such challenges now will ourselves be judged by history. That being so, we should prepare ourselves by learning from history. Critiquing Praxis offers us a unique opportunity to do that with a praxis model for critique that is mainly based on European perspectives in pedagogy and sociology.

Epilogue

Conceptual and empirical trends in the educational praxis

Series:

Jan Ax and Petra Ponte

Series:

Jan Ax and Petra Ponte

Series:

Jan Ax and Petra Ponte

Petra Ponte and Ben Smit

Postgraduate Programmes as Platform

A Research-led Approach

Edited by Jacqueline van Swet, Petra Ponte and Ben Smit

Typical of postgraduate courses for experienced teachers is the wealth of professional experience that the students bring with them. Such students can examine their own practice, for which they are fully responsible. Postgraduate programmes are, therefore, challenged to create a flexible and research-led infrastructure that can respond to developments in the educational field and relate these developments to educational, philosophical, conceptual, and moral issues. Through the creation of a platform for such activities, the professional development of postgraduate students can be enriched. Authors from diverse backgrounds address important aspects of the platform, such as the relation between tutors and students; teachers’ professional identity; the voice of pupils; the characteristics of teachers’ workplace of the participating professionals; the relationship between action research and teacher leadership. This book offers inspiring and thought-provoking ideas to all involved in postgraduate programmes in teacher education: teacher educators, policy-makers, researchers, administrators, and schools collaborating with staff of postgraduate courses and their students. The book is an initiative of the Research Group ‘Interactive Professionalism and Knowledge Development’ at Fontys University of Applied Sciences, Department of Inclusive and Special Education, The Netherlands.