Résumés
Abstract
This paper analyses action research’s uncertain foundations in graduate teaching degrees. This analysis focuses on one Master of Teaching program in Australia, and is conducted by the program coordinator in partnership with a recent graduate of the program. Uncertainty is traced to the structural incoherence of the program that is created by the influence of disparate philosophies of teacher education. The philosophy and practice of the program is informed by both the scholar teacher and reflective practitioner models of teacher education. It is argued that these models are incommensurable and lead to a poor use of action research during the internship of the program. The action research would be more authentic if a phronetic model of teacher education underpinned the entire program rather than just the final internship. This phronetic model will remain an ideal because of the prevailing hegemony of neo-liberalism that supports a means-rationality associated with performing to the graduate standards rather than a values-rationality associated with developing a lifelong habit of phronetic practice.
Résumé
Cet article explore les bases incertaines sur lesquelles repose la recherche-action dans les programmes de maîtrise en enseignement. Il cible son analyse sur un programme de maîtrise en enseignement offert en Australie, analyse pilotée par un coordonnateur du programme et un étudiant récemment gradué de ce programme. L’incertitude trouve son origine dans une incohérence structurelle du programme, incohérence créée par l’influence de diverses philosophies hétéroclites de la formation des enseignants. La philosophie et la mise en pratique du programme s’inspirent à la fois du modèle de l’enseignant chercheur et du concept du praticien réflexif, approches du domaine de l’éducation. Les auteurs soutiennent que ces modèles sont incommensurables et engendrent une mauvaise utilisation de la recherche-action lors des stages faisant partie du programme. La recherche-action serait plus authentique si un modèle phronétique de la formation des enseignants soutenait le programme dans son ensemble plutôt que seulement le dernier stage. Ce modèle phronétique demeurera un ideal puisque l’hégémonie néo-libérale actuelle préconise une action rationnelle en finalité, associée à l’atteinte de normes de graduation, plutôt qu’une rationalité spécifique aux valeurs, nécessaire au développement d’habitudes de vie propres à la pratique phronétique.
Parties annexes
Bibliography
- Ax, J., Ponte, P., & Brouwer, N. (2008). Action research in initial teacher education: An explorative study. Educational Action research, 16(1), 55-72.
- Connell, R. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical Studies in Education, 50(3), 213-229.
- Eisner, E. (2002). From episteme to phronesis to artistry in the study and improvement of teaching. Teaching and Teacher Education, 18, 375-385.
- Ewing, R., Hughes, J., & Goldstein, M. (2008, July). Case-based learning and inquiry in pre-service teacher education: Guiding learners on their individual and collective pathway to knowledge. Paper presented at the ATEA Annual Meeting. Teacher Educators at Work: What Works and Where Is the Evidence? Sunshine Coast, Queensland, Australia.
- Ewing, R., & Smith, D. (2002). Inquiry based learning in teacher education: Developments and implications. Unicorn (Online Referred Article No.14). Retrieved from http://austcolled.com.au/articlepurchase/inquiry-based-learning-teacher-education-developments-and-implications
- Flyvbjerg, B. (2001). Making social science matter. Why social inquiry fails and how it can succeed again. Cambridge, UK: Cambridge University Press.
- Groundwater-Smith, S., & Irwin, J. (2009, March). Action research. Paper presented at the Bridging and Blending Disciplines of Inquiry Colloquia. Approaching Research and Research Approaches in education and social work, University of Sydney. Abstract retrieved from http://blogs.usyd.edu.au/inquirymethods/2009/03/action_research.html
- Hayes, D., Mills, M., Christie, P., & Lingard, B. (2005). Teachers and schooling making a difference: productive pedagogies, assessment and performance. Sydney, AU: Allen & Unwin.
- Loughran, J. (2006). Developing a pedagogy of teacher education. London, UK: Routledge.
- Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.
- NSW Department of Education and Training. (2003). Quality teaching in NSW schools: Starting the discussion. Sydney, AU: Professional Support and Curriculum Directorate.
- Petty, G. (2009). Evidence-based teaching (2nd ed.). London, UK: Nelson Thornes.
- Teach For Australia. (2009). Training and support for teaching. Retrieved from http://www.teachforaustralia.org/the-associate-experience/training-and-support
- Ure, C. (2010, June). ALTC project report. Paper presented at the Teacher Education Council Annual Conference: State Partnerships, National Priorities, Bathurst, NSW, Australia.