Carmel Patterson
As Senior Lecturer, my scholarly interests encompass innovations in teaching practice and research and developing expertise in professional learning and pedagogy. My research interests and professional expertise are in foregrounding the personal nature of professional learning, developing teacher pedagogy, and integrating digital technologies in learning. I facilitate teacher professional learning in schools, consult on the accreditation of professional learning courses provided by private enterprise and universities, and present papers at education research conferences internationally.
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Further, it explores the stories of five secondary school teachers, nominated by their colleagues for their outstanding expertise, to present new insights into expert teachers’ views. Using a new evidence-based approach, Enacted Personal Professional Learning, it incorporates teachers’ unique perspectives, problems and thought processes in order to understand expert teachers’ learning, and offers essential principles for promoting storytelling to help teachers be or become empowered educators who can actively shape education communities for teacher professional learning.
Book Chapters
• How does Enacted Personal Professional Learning (EPPL) provide a new perspective for TPL? Exploring how to approach TPL differently and the book rationale within two themes.
• What constitutes teacher expertise? Outlining the teaching expertise criteria for the study within the context of professional standards.
• What is personal about TPL? Envisioning EPPL with the use of case studies by the reader.
• Why use a dual methodological approach? Examining the methodological basis for selecting teachers for the study used in this book.
• What does it mean to learn to teach in Australia and elsewhere? Exploring notions and approaches of learning to teach in various contexts.
• Who will this book appeal to? Using case studies for teacher education academics
and those who lead in-school professional learning, and teachers undertaking postgraduate studies and professional learning courses in situ.
• How is this book organised for the reader? Proposing a reading approach for
Chaps. 1–10.
• So what for future research and practice? Considering the concluding sections that
draw together the main EPPL concepts in the book and offering implications for practice and research.
opportunities, and a developmental awareness of prevailing through the seemingly
impossible possibility of becoming to accept the acknowledgement of being
an expert.
Papers
The purpose of this paper is to argue for the articulation of the affordances of two qualitative methodologies when used within one study to address the multi-dimensional nature of the research phenomena.
Design/methodology/approach
This paper considers one example of combining narrative inquiry and phenomenological inquiry to construct new understandings of teacher learning from an Australian study.
Findings
The author draws on the individual meaning-making and shared social phenomena of professional learning explored for five secondary school teachers. Findings are accessed in two ways: narrative inquiry enables the construction of unique professional learning narratives and phenomenological inquiry proposes commonalities in the teachers’ experiences.
Research limitations/implications
Selected examples from the study are used to explore what may be learnt from combining two interpretative methodologies within one study with limited references to the overall research findings.
Practical implications
These qualitative methodological designs and their implementation within one study have positive influences on the multifaceted nature of the construction of meaning-making in teacher professional learning. Furthermore, using two qualitative methodologies together provide insights on the study phenomena, in this instance, highlighting the personal aspect of expert teachers’ professional learning needs and the disruptive dissonance of ongoing problematics as central for the teachers throughout their professional learning.
Originality/value
This study offers one possibility for combining methodologies to access the meaning-making in teacher learning and one avenue for creating hermeneutic understanding in using the methods within this approach.
This article is © Emerald Publishing and permission has been granted for this version to appear here (https://www.academia.edu).Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.
This case study focuses on a combined narrative and phenomenological inquiry approach to garner views of expert teachers. I outline the three-interview process to access the learning experiences of five teachers, from my PhD study completed in 2014. The research practicalities for encouraging participants who may not be open to volunteer for a study are addressed in relation to clearly communicated research intention, combined purposive sampling and criteria sampling, snowball or chain sampling, and ethical implications for participants and researcher.
The research design accessed the context of unique human experience by capturing participant story and searching for meaning often embedded at an implied level. I offer technology tips for researchers working with interview meaning representations (data).
The case study offers an approach that requires relying on qualitative principles of rigor, determining saturation and identifying limitation of findings, and designing an interview protocol as pertinent to accessing the phenomena being researched. I conclude by suggesting that the significance of the personal for teacher learning is evident from my research because narrative oral history and phenomenological lifeworld interviews accessed the uniquely insightful development of expertise.
Methods This paper discusses the findings from one hospital as part of a broader philosophical hermeneutic study conducted in two public hospitals over a 20-month timeframe. NMs participated in interviews, a period of observation, follow-up interviews and a focus group. Transcribed data was thematically analysed. Eraut’s ‘Two triangle theory of workplace learning’ was used to interpret participants’ accounts of how they facilitated workplace learning.
Findings The analysis found that NMs worked to positively influence staff performance through learning in three domains: orientating new staff, assessing staff performance and managing underperformance.
Conclusions This study purports that NMs influence workplace learning in ways that are seldom recognised. A more conscious understanding of the impact of their role can enable NMs to more purposefully influence workplace learning. Such understanding also has implications for the professional preparation of NMs for their role in the context of workplace learning, facilitating learning for change and enabling the advancement of quality and safety in healthcare.
What is known about the topic? Studies exploring the influence of Nurse Managers in workplace learning have been limited to their role in the facilitation of formal learning. There is a paucity of research that examines their role in influencing informal learning.
What does this paper add? The findings of this study draw on Eraut’s ‘Two triangle theory of workplace learning’ to further define the interdependent relationship between management and educational practices.
What are the implications for practitioners? NMs’ awareness and deliberate use of their management role to enhance workplace learning will not only strengthen their role, but will also foster good learning environments and quality nursing services.
From the start, we need to acknowledge the challenge of addressing individual needs in under-represented (UR) student groups, and encourage a contextual reading of this paper for the variety of professional practice fields at CSU. The purpose of this occasional paper is to encourage academic and professional staff involved with workplace learning (WPL) to enhance the effectiveness and impact of WPL programs for under-represented (UR) student groups in order to assist these students to remain enrolled and persist with learning. To achieve this we start with the contention that UR groups should not be used to perpetuate notions of normal WPL and ‘otherness’ but rather to ideas and strategies for fostering productive WPL experiences. In this paper we discuss the importance of addressing UR groups in WPL programs, locate CSU students on a map of UR groups, review pertinent literature, present findings emerging from our empirical study currently underway and offer reflexive tips and links to support good WPL practices for UR groups.
Further, it explores the stories of five secondary school teachers, nominated by their colleagues for their outstanding expertise, to present new insights into expert teachers’ views. Using a new evidence-based approach, Enacted Personal Professional Learning, it incorporates teachers’ unique perspectives, problems and thought processes in order to understand expert teachers’ learning, and offers essential principles for promoting storytelling to help teachers be or become empowered educators who can actively shape education communities for teacher professional learning.
• How does Enacted Personal Professional Learning (EPPL) provide a new perspective for TPL? Exploring how to approach TPL differently and the book rationale within two themes.
• What constitutes teacher expertise? Outlining the teaching expertise criteria for the study within the context of professional standards.
• What is personal about TPL? Envisioning EPPL with the use of case studies by the reader.
• Why use a dual methodological approach? Examining the methodological basis for selecting teachers for the study used in this book.
• What does it mean to learn to teach in Australia and elsewhere? Exploring notions and approaches of learning to teach in various contexts.
• Who will this book appeal to? Using case studies for teacher education academics
and those who lead in-school professional learning, and teachers undertaking postgraduate studies and professional learning courses in situ.
• How is this book organised for the reader? Proposing a reading approach for
Chaps. 1–10.
• So what for future research and practice? Considering the concluding sections that
draw together the main EPPL concepts in the book and offering implications for practice and research.
opportunities, and a developmental awareness of prevailing through the seemingly
impossible possibility of becoming to accept the acknowledgement of being
an expert.
The purpose of this paper is to argue for the articulation of the affordances of two qualitative methodologies when used within one study to address the multi-dimensional nature of the research phenomena.
Design/methodology/approach
This paper considers one example of combining narrative inquiry and phenomenological inquiry to construct new understandings of teacher learning from an Australian study.
Findings
The author draws on the individual meaning-making and shared social phenomena of professional learning explored for five secondary school teachers. Findings are accessed in two ways: narrative inquiry enables the construction of unique professional learning narratives and phenomenological inquiry proposes commonalities in the teachers’ experiences.
Research limitations/implications
Selected examples from the study are used to explore what may be learnt from combining two interpretative methodologies within one study with limited references to the overall research findings.
Practical implications
These qualitative methodological designs and their implementation within one study have positive influences on the multifaceted nature of the construction of meaning-making in teacher professional learning. Furthermore, using two qualitative methodologies together provide insights on the study phenomena, in this instance, highlighting the personal aspect of expert teachers’ professional learning needs and the disruptive dissonance of ongoing problematics as central for the teachers throughout their professional learning.
Originality/value
This study offers one possibility for combining methodologies to access the meaning-making in teacher learning and one avenue for creating hermeneutic understanding in using the methods within this approach.
This article is © Emerald Publishing and permission has been granted for this version to appear here (https://www.academia.edu).Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.
This case study focuses on a combined narrative and phenomenological inquiry approach to garner views of expert teachers. I outline the three-interview process to access the learning experiences of five teachers, from my PhD study completed in 2014. The research practicalities for encouraging participants who may not be open to volunteer for a study are addressed in relation to clearly communicated research intention, combined purposive sampling and criteria sampling, snowball or chain sampling, and ethical implications for participants and researcher.
The research design accessed the context of unique human experience by capturing participant story and searching for meaning often embedded at an implied level. I offer technology tips for researchers working with interview meaning representations (data).
The case study offers an approach that requires relying on qualitative principles of rigor, determining saturation and identifying limitation of findings, and designing an interview protocol as pertinent to accessing the phenomena being researched. I conclude by suggesting that the significance of the personal for teacher learning is evident from my research because narrative oral history and phenomenological lifeworld interviews accessed the uniquely insightful development of expertise.
Methods This paper discusses the findings from one hospital as part of a broader philosophical hermeneutic study conducted in two public hospitals over a 20-month timeframe. NMs participated in interviews, a period of observation, follow-up interviews and a focus group. Transcribed data was thematically analysed. Eraut’s ‘Two triangle theory of workplace learning’ was used to interpret participants’ accounts of how they facilitated workplace learning.
Findings The analysis found that NMs worked to positively influence staff performance through learning in three domains: orientating new staff, assessing staff performance and managing underperformance.
Conclusions This study purports that NMs influence workplace learning in ways that are seldom recognised. A more conscious understanding of the impact of their role can enable NMs to more purposefully influence workplace learning. Such understanding also has implications for the professional preparation of NMs for their role in the context of workplace learning, facilitating learning for change and enabling the advancement of quality and safety in healthcare.
What is known about the topic? Studies exploring the influence of Nurse Managers in workplace learning have been limited to their role in the facilitation of formal learning. There is a paucity of research that examines their role in influencing informal learning.
What does this paper add? The findings of this study draw on Eraut’s ‘Two triangle theory of workplace learning’ to further define the interdependent relationship between management and educational practices.
What are the implications for practitioners? NMs’ awareness and deliberate use of their management role to enhance workplace learning will not only strengthen their role, but will also foster good learning environments and quality nursing services.
From the start, we need to acknowledge the challenge of addressing individual needs in under-represented (UR) student groups, and encourage a contextual reading of this paper for the variety of professional practice fields at CSU. The purpose of this occasional paper is to encourage academic and professional staff involved with workplace learning (WPL) to enhance the effectiveness and impact of WPL programs for under-represented (UR) student groups in order to assist these students to remain enrolled and persist with learning. To achieve this we start with the contention that UR groups should not be used to perpetuate notions of normal WPL and ‘otherness’ but rather to ideas and strategies for fostering productive WPL experiences. In this paper we discuss the importance of addressing UR groups in WPL programs, locate CSU students on a map of UR groups, review pertinent literature, present findings emerging from our empirical study currently underway and offer reflexive tips and links to support good WPL practices for UR groups.