ORCID Profile
0000-0002-5258-0890
Current Organisations
University of Adelaide
,
Murdoch University
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Publisher: Informa UK Limited
Date: 13-12-2019
Publisher: Informa UK Limited
Date: 31-03-2019
Publisher: Emerald
Date: 10-10-2016
DOI: 10.1108/JPCC-04-2016-0012
Abstract: Situated within the conversation of the global push for teacher quality and for professional learning that positively shapes teaching practice in order to improve student learning, the purpose of this paper is concerned with transformational learning that actively shifts cognition, emotion, and capacity (Drago-Severson, 2009). This paper is set against the backdrop of one independent, well-resourced Australian school during its professional learning intervention. It draws together findings from a narrative study that examined the lived experiences of 14 educators. The educators interviewed for this study included the researcher (also an educator at the school), two teachers, and 11 school leaders at middle and executive levels. While the study set out to explore how educators’ experiences of professional learning (trans)form their senses of professional identity, it found that it is not just professional learning, but epiphanic life experiences that shape professional selves and practices. Learning is highly in idualized, not one-size-fits-all. It is that which taps into who educators see and feel they are that has the most impact on beliefs, thoughts, behaviors, and practices. This study suggests that transformational professional learning can occur in a wide range of life arenas. It recommends that the definition of professional learning be broadened, that teachers and schools think more expansively and flexibly about what it is that transforms educators, and about who drives and chooses this learning. Schools and systems can work from their own contexts to design and slowly iterate models of professional learning, from the bottom up and the middle out.
Publisher: John Benjamins Publishing Company
Date: 31-12-2015
Abstract: Narrative researchers are faced with the challenges of ethically co-constructing human data and writing meaningful, readable research texts, which protect participants’ anonymity. This article adds to the conversation of qualitative, and especially narrative, inquiry by presenting one creative approach to these challenges. It proposes that using extended literary metaphor and known literary characters, as analytical and structural tools, develops allegoric layers of meaning while preserving participant anonymity. Situating narrative research in the realm of imaginative story may help readers and researchers, like Alice in her Wonderland adventures, return from their journey through the research storyworld portal with new insights, and heightened understandings, of those phenomena being revealed and illuminated through narrative.
Publisher: Informa UK Limited
Date: 21-09-2019
Publisher: KOME Journal
Date: 2017
Publisher: Emerald
Date: 06-06-2016
DOI: 10.1108/IJMCE-09-2015-0025
Abstract: – The purpose of this paper is to build knowledge around the use of coaching to develop teachers’ professional practice in schools. It surfaces insider perspectives of teachers and school leaders in one Australian school, during the development of a model for teacher growth, which used a combination of cognitive coaching and the Danielson Framework for Teaching. – A narrative approach to interview data were used to examine the perspectives of 14 educators – teachers and school leaders – involved in the implementation of a school-based cognitive coaching model. – This study found that being a coach is an empowering and identity-shaping experience, that coaching for empowerment and capacity building benefits from a non-hierarchical relationship, and that coaching can be enhanced by the use of additional tools and approaches. Implementing a school-based cognitive coaching model, in conjunction with the Danielson Framework for Teaching, can have unexpected impacts on in iduals, relationships, and organizations. As described by a participant, these butterfly effects can be non-linear, like “oil in water.” – In examining teacher and school leader perceptions of a coaching model that trusts teachers’ capacity to grow, this paper shows what coaching and being coached can look like in context and in action. It reveals that cognitive coaching and the Danielson Framework for Teaching can be congruent tools for positive teacher and organizational growth, requiring a slow bottom-up approach to change, an organizational culture of trust, and coaching relationships free from judgment or power inequity. It additionally shows that the combination of being a coach, and also being coached, can facilitate empowerment, professional growth, and changes in belief and practice.
Publisher: Emerald
Date: 05-06-2020
DOI: 10.1108/JPCC-05-2020-0017
Abstract: This paper explores, from the perspective of an Australian pracademic, how school leaders are leading during the global COVID-19 pandemic. This essay explores the tensions navigated by school leaders leading during this time of global crisis, by looking to research as well as the author's lived experience. The author finds that school leaders are navigating the following: accountability and autonomy equity and excellence the in idual and the collective and well-being and workload. This paper offers insights into school leadership, at all times but especially during times of crisis and during the COVID-19 pandemic.
Publisher: Emerald
Date: 29-09-2021
DOI: 10.1108/JPCC-05-2021-0026
Abstract: The aim of this paper is to define pracademia and conceptualise it in relation to educational contexts. This paper contributes to and stimulates a continuing and evolving conversation around pracademia and its relevance, role and possibilities. This paper is a conceptual exploration. It draws upon existing and emerging pieces of literature, the use of metaphor as a meaning-making tool, and the positionalities of the authors, to develop the concept of pracademia. The authors posit that pracademics who simultaneously straddle the worlds of practice, policy, and academia embody new possibilities as boundary spanners in the field of education for knowledge mobilization, networks, community membership, and responding to systemic challenges. However, being a pracademic requires the constant reconciling of the demands of multi-membership and ultimately, pracademics must establish sufficient legitimacy to be respected in two or more currently distinct worlds. This paper has implications for knowledge mobilization, networks, boundary spanners, leadership, professional learning, and connecting practice, policy, and research. While the authors are in the field of education, this exploration of pracademia is relevant not only to the field of education but also to other fields in which there is a clear need to connect practice olicy with scholarship. This paper provides a new definition of pracademia and argues that pracademia identifies an important yet relatively unknown space with many possibilities in the field of education.
No related grants have been discovered for Deborah Netolicky.