In this thesis, the reader is invited to ‘think with the story’ (Bochner, 1997) as the issues arising from a research project undertaken by a full-time classroom teacher are explored. The study began with the intention to help children make connections in their learning. Taking an action research approach, over a span of two and a half years, ways to help children link ideas were investigated, their responses observed and their views explored through techniques such as interviews, games and stimulated recall. As the study progressed, it developed a stronger focus on practitioner research, especially in relation to teacher research with children. Following a change of school, the research focused on working with a ‘pupil research group’ over a six-month period. The thesis addresses the learning of the teacher-researcher about the connections and challenges involved, including contextual issues, different methodological strategies, power relationships, different voices and viewpoints in research and the process of change. A narrative approach is used to tell much of the story, in the form of an informal dialogue between the author as a teacher and the author as a researcher. Thus, the common and conflicting demands and benefits of research and teaching in such a project are explored in dynamic fashion. Ultimately, a framework to support practitioner researchers, based on the problems and progress in the study, is presented with some priorities for the future.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:605783 |
| Date | January 2014 |
| Creators | Dodd, Miranda |
| Contributors | Bourne, Jill |
| Publisher | University of Southampton |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | https://eprints.soton.ac.uk/366262/ |
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