This paper reflects upon the complex interactions between the intent of the researchers, the development of a collaborative practitioner research network and the tools used to scaffold, measure and represent this process. Using a residential conference for the Learning to Learn network as a forum, we used visual methods in the form of posters as boundary objects (Heldal, 2010) to stimulate critical reflection and dialogue on the case studies presented by colleagues. Capturing responses to the work of others using a survey instrument, we have constructed network diagrams in Nvivo8 that provide a snapshot of what members of the network learned and from whom (Fox, et al., 2007). This allows us as researchers to gain an understanding as to the dynamics by which ideas are exchanged and also provides a tool by which critical reflection on the wider principles and beliefs underpinning individual case studies of pedagogy can be scaffolded. The key questions addressed in this paper are: Can the networks of influence between practitioner enquirers be predicted by their professional context, age of learners or subject discipline? If the complexity of a heterogeneous network is unpredictable, is this a potentially chaotic or creative situation and how can this be mapped?
|Publication status||Published - 30 Sep 2010|
|Event||European Conference for Education Research - Helsinki, Finland|
Duration: 25 Aug 2010 → 27 Aug 2010
|Conference||European Conference for Education Research|
|Period||25/08/10 → 27/08/10|
- professional network
Hall, E., Wall, K., Baumfield, V. M. A., & Towler, C. S. (2010). Like or like-minded: who should be in a professional network about pedagogy?. Paper presented at European Conference for Education Research, Helsinki, Finland.