Pedagogy, Education, Praxis (PEP) - an international network
About the Network
The Swedish Research Council funded the international project Pedagogy, Education and Praxis as a network for the coming three years starting 2011. The network will be built on the collaborative research group and six persons will be coordinators connected to six different universities. Professor Stephen Kemmis was awarded an honorary doctorate by the Faculty of education in 2009.
The international collaborative research program ‘Pedagogy, Education and Praxis’ has three kinds of aims:
- theoretical aims concerning the exploration and critical development of key concepts and associated understandings, from different educational and research traditions, of pedagogy, educational science and educational studies, and social and educational praxis and practice;
- practical aims concerning the quality and transformation of educational praxis in settings including education, teacher education and the continuing professional development of teachers, in relation to a variety of contemporary educational problems and issues, as they emerge in a variety of educational contexts at different levels of education and in different national contexts; and
- strategic aims of
- encouraging the dialogue between different traditions of theory, research and practice in education;
- encouraging reflexivity in this dialogue to help us understand the origins and formation of our own understandings, presuppositions and traditions;
- encouraging the development of critical praxis in pedagogy, aiming to foster the development of new kinds of transformative education and upbringing appropriate for the changed times and circumstances of late modernity; and
- fostering collaboration and the development of networks between scholars interested in these problems and issues across traditions.
Research Questions concerning the overarching research topic ‘Praxis development throughout the teaching career’:
- Praxis: How is good professional practice (‘praxis’) understood by teachers at various stages of the teaching career, from initial teacher education through continuing professional development to experienced teachers (and specialist teachers and school leaders) late in their careers? Are there differences in the ways praxis is understood in different contexts internationally? What are the consequences of these different ways of understanding praxis?
- Praxis development: How, in different international contexts, is good professional development understood and experienced by teachers at various stages of the teaching career, from initial teacher education through continuing professional development to experienced teachers (and specialist teachers and school leaders) late in their careers?
- Changing conditions for praxis/practice: How, in different international contexts, are the conditions of practice (cultural-discursive, material-economic and social-political ‘practice architectures’ – see below,) and thus for praxis and praxis development, changing for teachers at various stages through their careers? How are teachers, professional developers, school leaders and others responding to these changes? How are professional development opportunities and practices (and the policies and theories that shape them) changing?
- Researching praxis/practice: What research approaches are emerging to analyse and inform praxis and praxis development, in different international contexts, in recent years? In what kinds of ways do these different emerging approaches promise or offer to illuminate and assist praxis and praxis development through the teaching career?