Making research relevant through an engagement of identities

Yoo, J; Carter, D; Larkin, J

Making research relevant through an engagement of identities

Yoo, J

Carter, D

Larkin, J

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Publication Type:: Journal Article
Citation:: Issues in Educational Research, 2017, 27 (2), pp. 381 - 398
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Yoo, J https://orcid.org/0000-0002-1654-3304	en_US
dc.contributor.author	Carter, D https://orcid.org/0000-0002-8974-5337	en_US
dc.contributor.author	Larkin, J	en_US
dc.date.issued	2017-01-01	en_US
dc.identifier.citation	Issues in Educational Research, 2017, 27 (2), pp. 381 - 398	en_US
dc.identifier.issn	0313-7155	en_US
dc.identifier.uri	http://hdl.handle.net/10453/127957
dc.description.abstract	© 2017, Western Australian Institute for Educational Research Inc. All rights reserved. This paper is based on a research project designed to cultivate teachers as creative writers and as teachers of creative and critical writing. The project involved both primary and secondary teachers from eight schools located in Sydney, Australia. It documents the evolution of an open-ended research project that aimed to accommodate the needs of external stakeholders, participating teachers, and project researchers. It describes the development of a ‘professional learning community’ formed between the researchers and participants who identified as creative teachers and writers. It also explores how the research project acts as an example of how knowledge production can develop communities of practice via on-going collaboration with stakeholders. The authors highlight the complexities of conducting open-ended research that meets the emergent needs of specific communities of practice.	en_US
dc.relation.ispartof	Issues in Educational Research	en_US
dc.subject.classification	Education	en_US
dc.title	Making research relevant through an engagement of identities	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	27	en_US
utslib.for	130201 Creative Arts, Media and Communication Curriculum and Pedagogy	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	27	en_US

Abstract:

© 2017, Western Australian Institute for Educational Research Inc. All rights reserved. This paper is based on a research project designed to cultivate teachers as creative writers and as teachers of creative and critical writing. The project involved both primary and secondary teachers from eight schools located in Sydney, Australia. It documents the evolution of an open-ended research project that aimed to accommodate the needs of external stakeholders, participating teachers, and project researchers. It describes the development of a ‘professional learning community’ formed between the researchers and participants who identified as creative teachers and writers. It also explores how the research project acts as an example of how knowledge production can develop communities of practice via on-going collaboration with stakeholders. The authors highlight the complexities of conducting open-ended research that meets the emergent needs of specific communities of practice.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/127957