‘We were expected to be equal’: teachers and academics sharing professional learning through practitioner inquiry

Abstract

This paper describes a process in which early childhood professionals, who were novice researchers, engaged in their own research projects in collaboration with academics through a practitioner inquiry group. The aim of the project was to introduce the concepts and practices of practitioner enquiry, and learn about, plan and implement a self-initiated change project in consultation with academics. The paper details how a group of teachers succeeded in sustaining a community of practice that promoted teacher professionalism and change. Research has previously called for a shift in professional habitus and raised concerns about the value of teacher learning groups, the dispositions of teachers to call on academic research, and by implication, the desire to work actively with academics. Here we draw upon empirical data to raise the hope that the enablement and dissemination of collaborative change-focused research projects, while challenging, may provide viable avenues for successful teacher change.

Keywords:

• teacher change
• early childhood
• practitioner inquiry
• professional collaboration
• teacher research

Acknowledgements

The project would not have been possible without the support of the Jean Denton Memorial Scholarship that supported academic time and project management assistance by Ms Linda Brown and online learning support by Ms Tess Brewer. Linda Newman acknowledges and thanks others for work to plan and support the project and this paper: the thoughtful and committed teachers who trusted us to guide them in their projects and gave up their time to consider how things could be different; the important contributions of Associate Professor Christine Woodrow who contributed to some project workshops and continues to engage in professional conversations; and Dr Jen Skattebol and Dr Leonie Arthur for sharing ideas and resources. This work was conducted with the support of the University of Western Sydney where the first author was employed during the project and The University of Newcastle which supported the research assistance of Ms Nuynung Suryati and Dr Susan Mowbray.

Notes

1. Pseudonyms are used.

2. Teachers who work in long day care (two of five participants) work 35 h weeks for 48 weeks of the year with no school holiday breaks.