S-TEAM - Theory and evidence in a European Pedagogical field, Peter Gray, Norwegian University of Science & Technology Pedagogical fields can be described as discursive spaces in which actors in policy, research, training and practice exert influence over the forms of pedagogy applied in a specific context. The European pedagogical field is an emerging entity which complements national pedagogical fields by providing a space for practitioner-researcher interaction freed from the constraints of national policy agendas. The entry of S-TEAM as a large collaborative project into this European field is significant because it will provide both the critical mass (16 countries, 26 institutions, over 100 staff) and the evidence base to change the nature of the field. As the previous contributions indicate, there are many considerations involved in designing research indicators and instruments. The underlying principle within S-TEAM should be that indicators are not merely the means of measuring ongoing processes, but should themselves contribute to the aims and objectives of the project by stimulating reflection, signalling the emergence of innovative practices and manouevering the relevant actors into positions where they can make useful contributions to the future of European science education and science teacher education. References (all papers) Arendt, Hannah (1958/1998) The Human Condition, Chicago, University of Chicago Press Buber, Martin (1965) The Knowledge of Man, tr. Ronald Gregor Smith and Maurice Friedman, New York: Harper & Row. 2nd Edition New York, 1966. Bragg, S. (2007) "But I listen to children anyway!' - teacher perspectives on pupil voice', Educational Action Research, 15:4, 505-518. Buber, Martin Elliott, J. (2001) 'Making Evidence-based Practice Educational', British Educational Research Journal, 27:5, 555-574. Gray, P., Boreham, N., Cope, P., Corbin, B., McNally, J., Stronach, I. (2005) 'User engagement and research design in the EPL Project', Paper presented to the Annual TLRP Conference. Gray, P., Blake, A & McNally, J., with David Dodds, Lesley Easton, Colin Smith, Phil Swierczek and Lesley Walker (2006) '"She is the best teacher in the world": Surveying pupil opinion in Scottish secondary schools', Paper presented at the annual Conference of the British Educational Research Association. McIntyre, D., Pedder, D. and Rudduck, J. (2005) 'Pupil voice: comfortable and uncomfortable learnings for teachers', Research Papers in Education, 20:2, 149-168. McNally, J., Cope, P., Inglis, W. and Stronach, I. (1994) 'Current realities in the student teaching experience', Teaching and Teacher Education, 10 (2), 219-230. McNally, J, Cope, P., Inglis, W. and Stronach, I. (1997) 'The student teacher in school: conditions for development', Teaching and Teacher Education, 13 (5), 485-498. |