Lesley Payne - Academia.edu (original) (raw)
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UERJ - Universidade do Estado do Rio de Janeiro / Rio de Janeiro State University
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Papers by Lesley Payne
Bloomsbury Academic eBooks, 2023
Payne Lesley Irene School Governance Phases Participation and Paradoxes Phd Thesis Murdoch University, 2004
Uncovering the knowledge construction of teacher educators: what we learn from and with teachers, 1999
JASMAN, PAYNE & GRUNDY tion of education faculties. It would appear that neither the acad... more JASMAN, PAYNE & GRUNDY tion of education faculties. It would appear that neither the academy nor the teaching profession values the knowledge of teacher educators. In the context of managing the dilemmas posed in collaboration between school and universities, Cuban (1992) ...
Issues in Educational Research, 2005
This paper reports on a study undertaken to investigate governance processes within particular sc... more This paper reports on a study undertaken to investigate governance processes within particular school settings and the ideologies and values behind how these schools came to have their present governance forms. The results revealed several themes and changes in governance over thirty years. The governance discourse today is primarily about development and efficiency and there are pressures on alternative schools to become more commercially oriented. The emphasis is away from the parent involvement of the past, as schools begin to envisage themselves less as communities and more as businesses. There has been very little investigation into the dynamics of governance and change at the individual school level. This research does this, locating the themes and changes identified within the context of a development discourse and the global phenomena of school reform. It provides insights into important governance issues for those involved in governance in all schools and indicates how the ...
School based practitioners are assumed to learn from their interactions and relationships with te... more School based practitioners are assumed to learn from their interactions and relationships with teacher educators. However, the existence of a reciprocal learning relationship where teacher educators learn from practitioners has received little attention in the literature. The intention of this research is to make explicit this less commonly acknowledged direction of the learning relationship between the two. This paper reports findings from an ARC funded research project investigating teacher educators' construction of knowledge for teacher education and focuses on 'what' teacher educators learn in their relationship with school-based practitioners. This research continues a self-reflective study which addressed issues relating to professional partnerships in teacher education, and was premised on parity of esteem between school based practitioners and university based teacher educators. Findings on what university based teacher educators say they learn from school based practitioners suggest there are two main foci to this learning: first, teacher educators appear to learn directly from school based practitioners' classroom practice and the realities of their work outside the classroom. Second, they also learn from being in the school context and seeing the impact of system policies on the work of teachers, in particular changes in curriculum, professional practices and school policy. In addition, the learning of both teacher educators and practitioners is mediated by working with student teachers in the school context. These findings are presented within the context of a developing understanding of the work of teacher educators, the nature of the teacher educators' knowledge and the role of professional practice in its construction. The question of the real value of this knowledge to teacher educators is also considered.
Payne L I the Discourse of Development in School Governance Issues in Educational Research 15 Pp 33 48, 2005
Bloomsbury Academic eBooks, 2023
Payne Lesley Irene School Governance Phases Participation and Paradoxes Phd Thesis Murdoch University, 2004
Uncovering the knowledge construction of teacher educators: what we learn from and with teachers, 1999
JASMAN, PAYNE & GRUNDY tion of education faculties. It would appear that neither the acad... more JASMAN, PAYNE & GRUNDY tion of education faculties. It would appear that neither the academy nor the teaching profession values the knowledge of teacher educators. In the context of managing the dilemmas posed in collaboration between school and universities, Cuban (1992) ...
Issues in Educational Research, 2005
This paper reports on a study undertaken to investigate governance processes within particular sc... more This paper reports on a study undertaken to investigate governance processes within particular school settings and the ideologies and values behind how these schools came to have their present governance forms. The results revealed several themes and changes in governance over thirty years. The governance discourse today is primarily about development and efficiency and there are pressures on alternative schools to become more commercially oriented. The emphasis is away from the parent involvement of the past, as schools begin to envisage themselves less as communities and more as businesses. There has been very little investigation into the dynamics of governance and change at the individual school level. This research does this, locating the themes and changes identified within the context of a development discourse and the global phenomena of school reform. It provides insights into important governance issues for those involved in governance in all schools and indicates how the ...
School based practitioners are assumed to learn from their interactions and relationships with te... more School based practitioners are assumed to learn from their interactions and relationships with teacher educators. However, the existence of a reciprocal learning relationship where teacher educators learn from practitioners has received little attention in the literature. The intention of this research is to make explicit this less commonly acknowledged direction of the learning relationship between the two. This paper reports findings from an ARC funded research project investigating teacher educators' construction of knowledge for teacher education and focuses on 'what' teacher educators learn in their relationship with school-based practitioners. This research continues a self-reflective study which addressed issues relating to professional partnerships in teacher education, and was premised on parity of esteem between school based practitioners and university based teacher educators. Findings on what university based teacher educators say they learn from school based practitioners suggest there are two main foci to this learning: first, teacher educators appear to learn directly from school based practitioners' classroom practice and the realities of their work outside the classroom. Second, they also learn from being in the school context and seeing the impact of system policies on the work of teachers, in particular changes in curriculum, professional practices and school policy. In addition, the learning of both teacher educators and practitioners is mediated by working with student teachers in the school context. These findings are presented within the context of a developing understanding of the work of teacher educators, the nature of the teacher educators' knowledge and the role of professional practice in its construction. The question of the real value of this knowledge to teacher educators is also considered.
Payne L I the Discourse of Development in School Governance Issues in Educational Research 15 Pp 33 48, 2005