Plar 1: what is plar?
OVERVIEW (Education Scotland) and WEBINAR 1
- Small Scale, not over ambitious
- Praxis! Influence change and day-today practice, 'generate action'
- Blur distinction between researcher/practitioner; democratic non-hierarchical approach to research
- Subject/object close proximity requires mindfulness of practitioner, 'stepping back' but not clinical or remote
- Traditional research theory does not have an expectation of change whereas PLAR is predicated on this as a requirement
- Contextual knowledge not abstract understanding divorced from reality of the phenomena
- 'Reflection in action, reflection on action' (Schon 1983), 'Double Loop Learning'
- Engage with theory and the language of theory
- 4 stage process (see above)
- Ethics: understanding, choice, anonymity, transparency
- Researching areas of interest to the practitioner, colleagues and students; 'enhance professional standards and understanding
- History UK; Sternherse(?) transforming practice in the classroom and school, empowering teachers
- 'Teachers will change the world of the classroom by understanding it'
- History USA; Linsky(?) Freiri (?) transforming community