Abstracts
Abstract
This paper analyses action research’s uncertain foundations in graduate teaching degrees. This analysis focuses on one Master of Teaching program in Australia, and is conducted by the program coordinator in partnership with a recent graduate of the program. Uncertainty is traced to the structural incoherence of the program that is created by the influence of disparate philosophies of teacher education. The philosophy and practice of the program is informed by both the scholar teacher and reflective practitioner models of teacher education. It is argued that these models are incommensurable and lead to a poor use of action research during the internship of the program. The action research would be more authentic if a phronetic model of teacher education underpinned the entire program rather than just the final internship. This phronetic model will remain an ideal because of the prevailing hegemony of neo-liberalism that supports a means-rationality associated with performing to the graduate standards rather than a values-rationality associated with developing a lifelong habit of phronetic practice.
Résumé
Cet article explore les bases incertaines sur lesquelles repose la recherche-action dans les programmes de maîtrise en enseignement. Il cible son analyse sur un programme de maîtrise en enseignement offert en Australie, analyse pilotée par un coordonnateur du programme et un étudiant récemment gradué de ce programme. L’incertitude trouve son origine dans une incohérence structurelle du programme, incohérence créée par l’influence de diverses philosophies hétéroclites de la formation des enseignants. La philosophie et la mise en pratique du programme s’inspirent à la fois du modèle de l’enseignant chercheur et du concept du praticien réflexif, approches du domaine de l’éducation. Les auteurs soutiennent que ces modèles sont incommensurables et engendrent une mauvaise utilisation de la recherche-action lors des stages faisant partie du programme. La recherche-action serait plus authentique si un modèle phronétique de la formation des enseignants soutenait le programme dans son ensemble plutôt que seulement le dernier stage. Ce modèle phronétique demeurera un ideal puisque l’hégémonie néo-libérale actuelle préconise une action rationnelle en finalité, associée à l’atteinte de normes de graduation, plutôt qu’une rationalité spécifique aux valeurs, nécessaire au développement d’habitudes de vie propres à la pratique phronétique.
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Appendices
Biographical notes
Tony Loughland commenced his teaching career with a desire to ameliorate the disadvantages caused by social class through pedagoy. This journey has taken him through a teaching career in primary schools through to an academic career focusing on sociology, pedagogy and models of effective learning for pre-service and practising teachers.
Margo Bowen is the enrichment officer and drama teacher at Turramurra High School. In her role as enrichment officer she is leading school wide teaching and learning initiatives. Her latest initiative is creating a cross-correlations marking schemes to implement cross-curriculum projects in Year 10.
Bibliography
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Appendices
Notes biographiques
Tony Loughland a débuté sa carrière en enseignement avec le désir de combler les désavantages induits par l’appartenance à une classe sociale à l’aide de la pédagogie. Cette aventure l’a amené à enseigner à l’école primaire puis à poursuivre une carrière universitaire en se concentrant sur la sociologie, la pédagogie et les modèles d’apprentissage efficaces pour les futurs enseignants et ceux déjà dans le milieu.
Margo Bowen est l’enrichment officer et le professeur d’art dramatique à l’école secondaire Turramurra. En tant que enrichment officer, elle coordonne les projets d’enseignement et d’apprentissage au sein de l’école. Son projet le plus récent est la création de systèmes de notations des corrélations croisées pour déployer des projets transdisciplinaires en secondaire 4.