Power, positionality and practitioner research: Schoolteachers’ experiences of professional doctorates in education
Article
Czerniawski, G. 2023. Power, positionality and practitioner research: Schoolteachers’ experiences of professional doctorates in education. British Educational Research Journal. In Press.
Authors | Czerniawski, G. |
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Abstract | The growth, internationally, in professional doctorates over the last 25 years has been well documented as are the forms, fields and disciplines that such doctorates embrace. Yet relatively little is known about the professional tensions teachers encounter, in relation to their positionality, when carrying out doctoral research in the schools where they work. This paper draws attention, not only to the contribution the Professional Doctorate in Education (EdD) makes to research as a whole, but to the significance of teachers as invaluable members of the research community. Findings will be presented from interviews with 30 senior teachers from schools in England who are carrying out practitioner research as part of their doctoral studies. The paper draws attention to how power relations in the research process ferment the structural and agentic concerns of the participants in this study when discussing their researcher positionality. The scholarly significance of this study is its contribution to knowledge of how schools are increasingly becoming both sites of research and research-rich environments. With its focus on researcher positionality the paper draws attention, not just to the tensions and dilemmas these participants encounter on their doctoral journey, but to the importance of teacher researchers and their role in research knowledge production. |
Journal | British Educational Research Journal |
Journal citation | In Press |
ISSN | 0141-1926 |
Year | 2023 |
Publisher | Wiley |
Accepted author manuscript | License File Access Level Anyone |
Publication process dates | |
Accepted | 31 Jul 2023 |
Deposited | 07 Aug 2023 |
Copyright holder | © 2023, The Author |
Copyright information | This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited |
Additional information | This is the peer reviewed version of the following article: Czerniawski, G. 2023. "Power, positionality and practitioner research: Schoolteachers’ experiences of professional doctorates in education." British Educational Research Journal, In Press. Which has been accepted be published in final form at https://bera-journals.onlinelibrary.wiley.com/journal/14693518. |
https://repository.uel.ac.uk/item/8w674
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