Research‐As‐Practice: Experiences in a Graduate Course for Experienced Teachers

ABSTRACT

This paper recounts the experiences of three faculty and a group of graduate teachers as they experimented with a classroom mode of in‐service education known as “clinical supervision”. It was used as a way of teachers gaining entry into an analysis of their own teaching. Unlike most university courses this one did not start out to “tell” these experienced teachers anything of a prescriptive kind. Rather, it provided them with a framework within which they could begin to collaboratively examine their own practice. Journals and diaries were used as the main method by which these experienced teachers were able to engage in reflective conversations with their work contexts. The study reports on some of the strengths as well as the problems of this way of working, and points to some further agenda in need of exploration.