Understanding Practice Research and Research Practice

1
Understanding Practice Research and Research
Practice

• Refining Research Practice from Practice Research

2
Practice (30/6/08)

• The doing
• There is know-how
• (There is also know-what, and know-why)
• There is know-what of know-how content,
  processes, steps articulated
• There is know-how of know-how practised actions
  that deliver the done activity and an embodied
  knowledge that is more than can be articulated
  (the know-what of the know-how steps articulated
  although we can build vocabulary to develop
  articulation) sometimes called artistry
• There is know-why of know-how the purpose of the
  action efficacy and match of action to purpose
  teleological nexus of Herons axiology criterion
• The theory-practice interchange any good theory
  is eminently practical (Lewin) not much point
  of theory that is not practical (pragmatist
  view) good theory helps a practitioner make
  proper connections between what they are doing
  and outcomes, there is a connection
  logical/rational, causal, congruent

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Research (1/7/08)

• Some definitions what the literature reports
• Refer to item on Inquiry for Practitioner

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Practice research (19/7/08)

• Refer to what literature tells
• Schon examination of practice of experts gt
  concept of reflective practice
• AS examination of theory/practice divide gt
  theory-in-use, espoused-theory Model I and Model
  II wicked problems learning organisation
• Erickson general theory of expertise
• Artistry in expertise
• Implications for practice education
• Novice, Apprentice, Master, Expert
• Consider what I think I know/ can articulate
• Being shown mimicry
• Doing once, twice, three times where possible
  getting feedback
• Writing up process steps/ consulting with other
  practitioners
• If appropriate being told the theory the cause
  and effect the model the understanding
  learning the vocabulary to talk about, to think
  about
• Teaching others testing process steps against
  own doing and how can tell others to do

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Research Practice (1/7/08)

• Paradigms
• Methods
• Different approaches developed in different
  disciplines
• Beginning to be open to thinking more about
  research itself and its processes describing,
  categorising, theorising, comparing and
  contrasting, synthesising, generalising from the
  particulars, particularising from the
  generalities
• Anything generic? (I think there is AR and by
  definition but it is so embedded that
  practitioners can barely see it and need to work
  with the reflexive, by reflective and dialogic
  processes, to unearth it the second-order work)

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How practice research -gt knowledge about research
practice

• An element of practice is inquiry
• Researching practice will involve examining
  inquiry process (researching research)
• Research itself is a practice
• Developing research knowledge is going to involve
  self-study
• Whiteheads BERA Practitioner-Researcher list
  pointers to Polanyi and Popper, and about
  subjective/objective divide
• Ie starting with the second order/level aspect??

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What literature suggests about practice research
(30/6/08)

• Kressel and practice relevant research
• Schon and practice being a form of research
• Argyris Schon and theory and practice and
  espoused-theory and in-use-theory
• Heron and practice at the apex
• Toulmin (practical philosophy) and practice
  researchs constraints timeliness, specificity,
  contextual (local)
• Others

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How practice research -gt knowledge about research
practice

• Watching practice in early stages by reflective
  notes
• Preparing for practice by writing work

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My Practice Research/Research Practice
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What have I learned from my observed research
practice 1999-2008 (1/7/08)

• Practice Improvement During MDR 1996-1998
• mechanisms to capture data in complex
  contemporaneous interchanges, in a practical
  context, in a practical way

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What have I learned from my observed research
practice 1999-2008 (1 8/7/08)

• Role play in MDR CPE 1998-2000,2006-7/8(writing)
  
• Being in role mobilises unarticulated knowledge
  to display/enact it to others others are then
  able to observe and give feedback others moving
  into role of inquirer can help role player
  articulate and/or display more of knowledge of
  another party by empathy, reflexivity and mapping
  projections of congruence to behaviour observed
  to date
• Being in role allows player to learn to become
  observer of self

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What have I learned from my observed research
practice 1999-2008 (1 8/7/08)

• Research thesis 1999-2005
• More detail of description, and analysis via
  literature -gt awareness of arena in which I am
  operating
• Empirical, analytical, now focused on
  interpersonal interactions
• Being intentional in deciding to record as well
  as having some focus in recording, while still
  collecting apparent noise - contextual material
  for later analysis for the emergent

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What have I learned from my observed research
practice 1999-2008 (1/7/08)

• M.Ed UTS 1999-2004
• Clarity about research paradigms
• Application of RROP to different tasks over
  course drawing on experience writing about
  experience drawing on literature writing about
  literature integrating experience and
  literature undertaking experiments especially in
  online environment with other practitioners

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What have I learned from my observed research
practice 1999-2008 (1/7/08)

• TappedIn 2001-
• Experimenting with interpersonal interactions
• Transcript data contemporaneous reflective work

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What have I learned from my observed research
practice 1999-2008 (1/7/08)

• Cultureshift 2001-2006
• Use of contemporaneous reflective work to work on
  practice
• Operation in a higher level of practice knowledge
  and operations than TI
• Access to other aware practitioners to ask about
  practice

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What have I learned from my observed research
practice 1999-2008 (1/7/08)

• Tutoring EDUT422 Helping write thesis
• Cycling over process for small scale operation
  amongst different students, over a short period
• Evaluating others work identifying significant
  things missing, articulating what is needed and
  why, and how to express that distance to go
  back and evaluate my own writing

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What have I learned from my observed research
practice 1999-2008 (1/7/08)

• EDUT422 Reflective work 2002-2006
• Course design/ redesign
• Collegial discussions
• Reflections on teaching
• Opening practice to students
• Opening practice to peers
• Working in the same area with others being
  mentored mentoring

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What have I learned from my observed research
practice 1999-2008 (1/7/08)

• Working with Individuals 2000-1, 2002, 2006-8
• Research peers too focused on own work
  cognitive overload (both ways?) to be open to
  learning, to any shift
• Individual work versus group work
• Becoming responsive
• Some work on trying intentionality after
  listening, contemporaneous reflective work, but
  still in an informal, uncertain ongoing
  relationship context, and with real live practice
  in between sessions
• Nature and power and process of reciprocity

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What have I learned from my observed research
practice 1999-2008 (1/7/08)

• Academici 2005-7
• Nature and level of other interest
• Drafting captured data
• Reflective work about process
• Impact of platform changes, and loss of audience
• Recognition of impact of other-life on
  intellectual development seasons of intensity
  and seasons of fallow

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What have I learned from my observed research
practice 1999-2008 (1/7/08)

• ALARA 2006-
• Context amongst peer practitioners, they in
  other-context practice, me in interchanges with
  them about practice, and a lesser level of
  intensity of other-context practice
• Process of engagement and immersion and
  commitment to internalities
• Limitations of others involvement limiting
  personal growth at the moment

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What have I learned from my observed research
practice 1999-2008 (1/7/08)

• CPS Reflective work 2006-2008
• Testing data collection in practice
• Learning to give more immediate feedback
• Post event analysis and writing and interacting
  with CPS literature
• Collaborating with another practitioner in
  writing preparations
• Valuing role play and video work for this level
  of practice learning

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What have I learned from my observed research
practice 1999-2008 (1/7/08)

• EDGZ921Reflective work 2007-2008
• Working on writing
• Working with practice narratives
• Working on evaluation and giving formative
  feedback
• Working on collaboration with peers
• Valuing and articulating the value of working
  with practice narrative to examine practice by
  self-study and triangulated with
  literature/research knowledge and other
  practitioner knowledge, once the practitioner has
  been primed to look for certain things ie
  developing the foreground, and the frame

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What have I learned from my observed research
practice 1999-2008 (18/7/08)

• Peer review for JRP and ALARJ 2007-
• Recognising good better best writing, and poor
  argument construction/ structuring
• Giving formative feedback to improve writing
  but in the teacher mode this is what I know,
  can you consider how (power of marker role and
  whatever)
• Not yet moved to the questioning critical friend
  role (socratic questioning) no context for
  that have offered once because the alternative
  process was becoming hypercritical, and
  recognised as directive when having an inquiry
  context collecting more data before advising
  using questions to help author/s think again, etc
  appeared to be warranted, and where I could be
  more responsive than directive (offer not taken
  up)
• See also EDGZ921 formative feedback

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What have I learned from my observed research
practice 1999-2008 (1/7/08)

• NI Conf 2008
• Collaborating for presentation
• Joint and separate work
• Conference presentation and paper preparation
• Post conference engagements
• Working at sharing my dogmatism at times with
  Meeta and Heather my asking of significant
  questions my asking about focus and strategy

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What have I learned from my observed research
practice 1999-2008 (18/7/08)

• Preparing this material and reviewing the other
  (Reflexive Second-Order work)
• Review and critique thesis articulation
• Current nature of openness to new
• Current nature of perception of the second-order,
  and not always finding it when looking for it
  have seen it and occasionally given that
  feedback sometimes that is recognised, sometimes
  not

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what is most significant of all this practice?

• What is most significant of all this practice
  the grounded theory principle constant
  comparison and
• what things become foregrounded and framed (frame
  measuring instrument)

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Others Practice Research/Research Practice
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What evidence do I have of what I have taught
others (1/7/08)

• Gwenda, Peggy, Madge, Margaret MacC, Margaret
  McM self-awareness progress issues complexity
  progress practice articulation progress
• Feedback from EDUT422 students, and staff
• Feedback from EDGZ921 students and staff
• Feedback from CPS students and staff
• Feedback from Cultureshift, ALARA, Academici, TI
  participants

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Individuals professional experience
Final Report