title: Professional learning in a Vietnamese university language teaching context: An inquiry-driven approach

authors: Phan, Thy Canh Minh

subjects: professional learning

abstract: This study investigated the engagement in an inquiry process of six EFL (English as a foreign language) teachers from two Vietnamese universities, and how the inquiry process shaped the teachers’ professional learning, paying attention to cycles of reflection and co-construction of knowledge. Student-centred approaches relevant to English language learners were used as a content focus of teacher learning, and teacher inquiry was used as a tool to drive reflection and co-construction of new learning. In particular, the study investigated the process of enactment and reflection as the teachers applied student-centred approaches (SCA) while working to develop their pedagogical knowledge, improve their teaching practices, and engage in professional learning practice. 
 
The study lay within an interpretive paradigm and was predominantly qualitative, using a small amount of quantitative data from the questionnaire administered at the beginning of the study. Data were collected via a four-phase process comprising five data collection instruments. In Phase 1, an online questionnaire was sent out to a wider group of teachers from the two universities and was analysed descriptively to gather initial information about the teachers’ reported beliefs and practices to inform me as a researcher how to proceed the next stage of the study. Qualitative data were collected in Phases 2, 3 and 4 of the study. After the six teachers engaged in the inquiries, their classroom practices were observed to explore how they interpreted and enacted SCA. Most observed teaching sessions were followed by a debrief in which the teachers were asked questions to reflect on certain moments of their practice and to elicit the elaborative reasoning underpinning their classroom practices. The teachers then took part in group discussions, which gave them opportunities to present individual reflections on their practice and knowledge and at the same time established an understanding of how the teachers learned, developed their professional knowledge, and improved their professional practice. Finally, semi-structured interviews were carried out individually with the six teachers to gain insights into their learning experience after engaging in the inquiry process and interactive professional discussions with other teachers. The interviews also explored the teachers’ reported changes in cognition and practice, along with their concerns. The qualitative data were then analysed via an inductive thematic coding process and the use of vignettes. It was not my intention to triangulate data from these sources. Rather, the use of multiple data collection instruments added to the comprehensiveness, rigour, and saturation of the study and the teachers’ learning process. In this learning process, I sought to capture what the teachers communicated across the data collection instruments, each of which was designed to serve a particular purpose, rather than comparing them or integrating them.

In brief, this study suggested that an inquiry-driven, practice-based, and interactive approach facilitated teacher learning both individually and collectively, and stimulated professional growth. Engaging in the process of inquiry fostered the teachers’ reflection on and self-evaluation of their practice and developed self-awareness of their classroom decisions. Interactive opportunities and collegial dialogues in the group (a learning community) helped the teachers to learn from each other, problem solve together, recognise different ways of doing things, negotiate different views, reconsider their beliefs and practices, shift perspectives and recognise the value of multiple positions. In both individual and collective learning endeavours, the process of learning placed an emphasis on the active and agentic engagement of the teachers and their reflective practice, embedding cognition, enactment and other aspects such as personal, contextual and socio-cultural factors. All of these were in line with constructivist and situative perspectives of learning.

text: Professional learning in a Vietnamese university language teaching context: An inquiry-driven approach This study investigated the engagement in an inquiry process of six EFL (English as a foreign language) teachers from two Vietnamese universities, and how the inquiry process shaped the teachers’ professional learning, paying attention to cycles of reflection and co-construction of knowledge. Student-centred approaches relevant to English language learners were used as a content focus of teacher learning, and teacher inquiry was used as a tool to drive reflection and co-construction of new learning. In particular, the study investigated the process of enactment and reflection as the teachers applied student-centred approaches (SCA) while working to develop their pedagogical knowledge, improve their teaching practices, and engage in professional learning practice. 
 
The study lay within an interpretive paradigm and was predominantly qualitative, using a small amount of quantitative data from the questionnaire administered at the beginning of the study. Data were collected via a four-phase process comprising five data collection instruments. In Phase 1, an online questionnaire was sent out to a wider group of teachers from the two universities and was analysed descriptively to gather initial information about the teachers’ reported beliefs and practices to inform me as a researcher how to proceed the next stage of the study. Qualitative data were collected in Phases 2, 3 and 4 of the study. After the six teachers engaged in the inquiries, their classroom practices were observed to explore how they interpreted and enacted SCA. Most observed teaching sessions were followed by a debrief in which the teachers were asked questions to reflect on certain moments of their practice and to elicit the elaborative reasoning underpinning their classroom practices. The teachers then took part in group discussions, which gave them opportunities to present individual reflections on their practice and knowledge and at the same time established an understanding of how the teachers learned, developed their professional knowledge, and improved their professional practice. Finally, semi-structured interviews were carried out individually with the six teachers to gain insights into their learning experience after engaging in the inquiry process and interactive professional discussions with other teachers. The interviews also explored the teachers’ reported changes in cognition and practice, along with their concerns. The qualitative data were then analysed via an inductive thematic coding process and the use of vignettes. It was not my intention to triangulate data from these sources. Rather, the use of multiple data collection instruments added to the comprehensiveness, rigour, and saturation of the study and the teachers’ learning process. In this learning process, I sought to capture what the teachers communicated across the data collection instruments, each of which was designed to serve a particular purpose, rather than comparing them or integrating them.

In brief, this study suggested that an inquiry-driven, practice-based, and interactive approach facilitated teacher learning both individually and collectively, and stimulated professional growth. Engaging in the process of inquiry fostered the teachers’ reflection on and self-evaluation of their practice and developed self-awareness of their classroom decisions. Interactive opportunities and collegial dialogues in the group (a learning community) helped the teachers to learn from each other, problem solve together, recognise different ways of doing things, negotiate different views, reconsider their beliefs and practices, shift perspectives and recognise the value of multiple positions. In both individual and collective learning endeavours, the process of learning placed an emphasis on the active and agentic engagement of the teachers and their reflective practice, embedding cognition, enactment and other aspects such as personal, contextual and socio-cultural factors. All of these were in line with constructivist and situative perspectives of learning.

year: 2020

title: Looking across languages: Anglocentrism, cross-linguistic experimental philosophy, and the future of inquiry about truth

authors: Wyatt, Jeremy

abstract: Analytic philosophers have defended a wide range of views about ‘the ordinary concept of truth’ and the meaning of ‘the truth predicate.’ Moreover, they often appeal to their views about these matters in arguing for particular accounts of the metaphysics of truth. We have two main aims in this talk. The first is to explain why experimental philosophy has an indispensable role to play in analytic debates about truth that are focused on these topics. The second is to explain why, when it is employed in inquiry about truth, it is vital for experimental philosophy to involve cross-linguistic analysis. Our hope is that this discussion will point the way to a more fruitful, broad-minded, and scientifically respectable approach to inquiring about truth.

text: Looking across languages: Anglocentrism, cross-linguistic experimental philosophy, and the future of inquiry about truth Analytic philosophers have defended a wide range of views about ‘the ordinary concept of truth’ and the meaning of ‘the truth predicate.’ Moreover, they often appeal to their views about these matters in arguing for particular accounts of the metaphysics of truth. We have two main aims in this talk. The first is to explain why experimental philosophy has an indispensable role to play in analytic debates about truth that are focused on these topics. The second is to explain why, when it is employed in inquiry about truth, it is vital for experimental philosophy to involve cross-linguistic analysis. Our hope is that this discussion will point the way to a more fruitful, broad-minded, and scientifically respectable approach to inquiring about truth.

year: 2022-12-06

title: Repositioning within indigenous discourses of transformation and self-determination

authors: Berryman, Mere

subjects: research-whanau

abstract: This thesis reflectively and critically examines a series of research case studies initiated by a research-whānau. It explores the thinking, experiences and reflections of this research-whānau, as they worked to enhance the educational achievement of Māori students. Authorship of the thesis was undertaken by me (Mere Berryman). However, the methodology involved a collaborative, retrospective and critical reflection of research-whānau experiences and thinking, in the light of the research findings and experiences since the inception of this research-whānau in 1991. In the course of this work, the research-whānau have been able to explore what it has meant to put the principles of kaupapa Māori research into practice while working within a mainstream organisation (Specialist Education Services then the Ministry of Education). Our research work has involved repositioning ourselves from dependence on Western research methodologies to a better understanding and application of kaupapa Māori conceptualisations of research. 
The thesis begins by identifying mainstream and kaupapa Māori events that have historically and still continue to impact upon Māori students' educational experiences. These events provide the wider context for the work of this research-whānau at the interface of Te Ao Māori and Te Ao Pākehā, and for the 11 case studies that exemplify changes in our thinking and research practice over a period of 15 years. The thesis employs an indigenous (and specifically Māori) worldview as the framework for description, critical reflection, and theorising around these case studies. Common themes are collaboratively co-constructed then each theme is explained in relation to relevant Māori theory.
The thesis concludes with the shifts in theorising and practice made by the research-whānau during the course of our work as we sought to contribute in ways that were more transformative and self-determining. We argue that these shifts in theorising and practice are also required of others if we are to change the status quo and contribute constructively to improving Māori students' potential.

text: Repositioning within indigenous discourses of transformation and self-determination This thesis reflectively and critically examines a series of research case studies initiated by a research-whānau. It explores the thinking, experiences and reflections of this research-whānau, as they worked to enhance the educational achievement of Māori students. Authorship of the thesis was undertaken by me (Mere Berryman). However, the methodology involved a collaborative, retrospective and critical reflection of research-whānau experiences and thinking, in the light of the research findings and experiences since the inception of this research-whānau in 1991. In the course of this work, the research-whānau have been able to explore what it has meant to put the principles of kaupapa Māori research into practice while working within a mainstream organisation (Specialist Education Services then the Ministry of Education). Our research work has involved repositioning ourselves from dependence on Western research methodologies to a better understanding and application of kaupapa Māori conceptualisations of research. 
The thesis begins by identifying mainstream and kaupapa Māori events that have historically and still continue to impact upon Māori students' educational experiences. These events provide the wider context for the work of this research-whānau at the interface of Te Ao Māori and Te Ao Pākehā, and for the 11 case studies that exemplify changes in our thinking and research practice over a period of 15 years. The thesis employs an indigenous (and specifically Māori) worldview as the framework for description, critical reflection, and theorising around these case studies. Common themes are collaboratively co-constructed then each theme is explained in relation to relevant Māori theory.
The thesis concludes with the shifts in theorising and practice made by the research-whānau during the course of our work as we sought to contribute in ways that were more transformative and self-determining. We argue that these shifts in theorising and practice are also required of others if we are to change the status quo and contribute constructively to improving Māori students' potential.

year: 2008