Engaging with Educational Change Voices of Practitioner Inquiry

• Main Authors: Fleet, Alma (Author), De Gioia, Katey (Author), Patterson, Catherine (Author)
• Format: Book
• Language: English
• Published: London New York, NY Bloomsbury Academic 2016
• Subjects: Educational change > Australia; Action research in education > Australia; Teachers > In-service training > Australia; Professional learning communities > Australia; Early childhood education > Australia; Education, Primary > Australia
• Online Access: Click Here to View Status and Holdings.
• Physical Description: xi, 191 pages illustrations 24 cm
• Bibliography: Includes bibliographical references and index
• ISBN: 9781474250849

Including narratives of practice across diverse Australian settings, Engaging with Educational Change fills a gap in the current educational change literature. Building on the experience of the authors and their colleagues, this book illustrates the power of practitioner inquiry to facilitate positive, practice-improving change and suggests how others might use this methodology to extend current thinking and evaluation. The book includes the voices of practitioners and academics working with a diverse range of age groups and settings across public and private educational contexts, including primary schools, preschools and childcare centres. This multi-perspective real research helps inform and inspire people from a range of backgrounds and expertise who want to facilitate practitioner inquiry initiatives themselves. The book begins by introducing practitioner inquiry, exploring the principles of inquiry-based practice and issues of data alongside the landscapes of educational change. Chapters in part two then offer real-life case studies highlighting experiences of using practitioner inquiry or supporting those working with these methods to improve educational practice and ultimately the outcomes for children. The chapters include case studies of pedagogical leadership and the exploration of issues related to sustaining educational change. The final section concludes the book by critically reflecting upon practitioner inquiry and providing guidance for those interested in this change methodology. Investigating issues that arise during implementation of practitioner inquiry initiatives, Engaging with Educational Change provides both critique and assistance for students and practitioners applying the process in their own settings.