Research Conversations with Classroom Teachers
Chapter 9: Pedagogical Issues for School Leaders and Teacher Educators
← 162 | 163 →
Pedagogical Issues for School Leaders and Teacher Educators
In this book, we have described our grappling with what exactly we hoped to know as a result of this research and our resulting shift from a positivist-leaning approach to a more open-ended, interpretive approach based on a critical realist paradigm. In the end what we actually did was to explore, through conversation, how fourteen teachers working in three church secondary schools in England experienced What If Learning in a situation where they were given some, but not a lot of, support. This book is our description and interpretation of that experience. Our overall observation is that What If Learning can inspire teachers to reshape, sometimes radically, their teaching in ways that begin to meet the aspiration of both the Church of England and the Catholic Church that Christian ethos should permeate learning in the classroom. However we have also concluded that this is a complex enterprise where teachers are juggling educational, ethical, pedagogical and theological questions and have to manage a demanding interplay between theory and practice. Not surprisingly, they often found that challenging. We do not claim that our observation of fourteen teachers validates our making generalizations applicable to all teachers in church secondary schools. However we do suggest that it may indicate issues that those responsible for school leadership and teacher education might wish to consider addressing if they aspire to achieve successful permeation of Christian ethos through teaching...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.