This contribution focuses on illustrating the transformative nature of participatory research and the subsequent benefit it has in networking universities and VET (Vocational Education and Training) schools. The chapter was produced based on one of the authors extensive research work on the educational practices of about hundred VET schools Mathematics and Italian language teachers. The teachers were selected to participate in the research from thirty-two VET schools found in eight different administrative Italian Regions. The project was conducted with the assumption that research should lead to transformation rather than just to an increase in knowledge. And this can be done by generating theory about teaching practices from the personal and practical knowledge of teachers. Therefore the research intended to make shareable a rich set of working tools participant teachers had used and found effective. Data were collected through individual and group interviews, and analyzed using a mix of grounded theory, phenomenological method, and narrative inquiry. The practitioners were involved in all stages of the research process as active collaborators and experienced the possibility to develop professional knowledge reflecting together about their practice. So, this research allowed to get over the traditional view that recognizes theory as the only legitimate source of professional knowledge and to go beyond the traditional separation between researchers and teachers. Having tried to foreground the specificity of teachers’ practical wisdom in the Italian VET context, the research itself became a chance to build network, mutual trust and partnership between University and schools. Recognizing practice as the source of a legitimate form of knowledge, participants acknowledged the research process as a meaningful opportunity of personal and professional development. Therefore, participatory research is found to be a relevant tool for accompanying teachers in the development of new insights and shared styles of teaching. Besides, it can also play a vital role in establishing healthy relationships between universities and VET schools.
Participatory research on teaching practice as basis for teacher education and networking between universities and VET schools
TACCONI, Giuseppe;Hunde, Adula Bekele
2017-01-01
Abstract
This contribution focuses on illustrating the transformative nature of participatory research and the subsequent benefit it has in networking universities and VET (Vocational Education and Training) schools. The chapter was produced based on one of the authors extensive research work on the educational practices of about hundred VET schools Mathematics and Italian language teachers. The teachers were selected to participate in the research from thirty-two VET schools found in eight different administrative Italian Regions. The project was conducted with the assumption that research should lead to transformation rather than just to an increase in knowledge. And this can be done by generating theory about teaching practices from the personal and practical knowledge of teachers. Therefore the research intended to make shareable a rich set of working tools participant teachers had used and found effective. Data were collected through individual and group interviews, and analyzed using a mix of grounded theory, phenomenological method, and narrative inquiry. The practitioners were involved in all stages of the research process as active collaborators and experienced the possibility to develop professional knowledge reflecting together about their practice. So, this research allowed to get over the traditional view that recognizes theory as the only legitimate source of professional knowledge and to go beyond the traditional separation between researchers and teachers. Having tried to foreground the specificity of teachers’ practical wisdom in the Italian VET context, the research itself became a chance to build network, mutual trust and partnership between University and schools. Recognizing practice as the source of a legitimate form of knowledge, participants acknowledged the research process as a meaningful opportunity of personal and professional development. Therefore, participatory research is found to be a relevant tool for accompanying teachers in the development of new insights and shared styles of teaching. Besides, it can also play a vital role in establishing healthy relationships between universities and VET schools.
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