Academic vs. Practitioner Knowledge

There can be academic and  practitioner contradictions when considering the role that research and specifically practitioner inquiry does, and could play, in changing practice.

After reading academic literature about action research I was reflecting on the differences between academic and practitioner knowledge. I decided to carry out an exploration. I interviewed three people in my professional context about the role that inquiry and research has and could play in developing their practice.

The result showed that practitioners mostly appreciate the knowledge creation between peers. They share different teaching methodologies and give each other advice. This advice is then put into practice and the results are once again shared with colleagues. All interviewees said they engaged in reflection whether it was conscious or not. Some subconsciously reflect on lessons and change them for the better next time, others actively take time to reflect on their day or week and the research how they could improve. The evidence showed that practitioners mostly engaged in reflection on action whereas academics write how reflection in action is more beneficial in which teachers are ‘questioning the assumption structure of knowing in action’ (Handal and Lauvas, 1987: 25).

Academics view the relationship between new knowledge and changes in practice as being only partial to a schools success. If a teacher is to have greater vision of transformation and aspiration the knowledge needs to be internalized, reflected upon when practice or whilst being practiced. However, the practitioners interviewed mentioned that they rely heavily on the knowledge of others, rather than create their own. Although this knowledge from others is improved or adapted according to the practitioners experience or further research.

The practitioners said that the major factors that inhibited the use of inquiry and research in their contexts was time, other commitments and the struggle to survive in the school context. Although, they did feel supported by their peers and any professional development they received but their inquiry is limited to these factors. Academics state that teachers who are unreflective  and inhibited to create new practiced based knowledge tend to be those which accept the everyday reality in schools and their thinking does not allow the possibility of framing problems in more than one way.

If schools are to engage in beneficial change their teachers need to steer away from those routine action based, on-going assumptions. Instead we should be questioning, analyzing and participating in reflection in action and  on action. However, this could prove difficult for those who are newly qualified, have heavy workloads or a lack of time.