General description on reserach questions, objectives and theoretical framwork

Professional learning is vital for the development of educators and for the development of a strong educational system (Opfer & Pedder, 2011). This research project investigates the development of critical praxis (reflection and action for positive change) through a professional development program. Drawing on the work of Freire, and using the theory of practice architectures (Kemmis et al., 2014), the research considers the professional learning of English speaking teachers and school leaders involved in a long-term professional development program in Hong Kong.  In a previous article based on three research projects across two countries and three different education sectors (Francisco, Forssten Seiser & Grice 2021), we identified trust, power and agency as the key themes impacting on the development of critical praxis. We continue to explore these themes in this work. According to Aristotle, praxis is a morally committed action in which, and through which, values are given practical expression (Carr, 2009). Kemmis and Smith (2008) consider praxis as ‘what people do when they take into account all the circumstances and exigencies that confront them at a particular moment and then, taking the broadest view they can of what is best to do, they act’ (p. 4). Mahon et al. (2020) argue that educational praxis is forming, self-forming and transforming. It is forming in the sense that educators are involved in supporting the formation of people and of society (Kemmis et al. 2014). It is self-forming in that educators are reflexive and reflective in their praxis informed actions. It is transforming in that educators with a praxis informed approach will transform people and sites through their actions. The research is framed and analysed using the theory of practice architectures (TPA). This theory identifies practice as “a socially established cooperative human activity involving utterances and forms of understandings (sayings), modes of action (doings), and ways in which people relate to one another and the world (relatings) that ‘hang together’ in characteristic ways in a distinctive ‘project’” (Mahon et al. 2017, p 7-8). Practices are enabled and constrained by site-based arrangements: the practice architectures. The research discussed in this presentation explores how educators develop critical praxis (reflection and action for positive change) during formal professional learning experiences and in informal spaces, and the factors that enable and constrain its development. Specific research questions are: what practice architectures enabled and constrained the development critical praxis in a long-term professional learning program; and in what ways is the professional learning forming, self-forming and transforming? 

Methods/methodology

Using a qualitative research approach, we invited convenors and participants involved in a large professional learning program to participate in the research. The professional development program was offered to teachers and leaders across more than twenty English speaking schools in Hong Kong. The authors of this paper were not involved in providing the professional development program.  Data collection includes audio/video recording of professional learning sessions for the group; interviews with the course convenors of the program; and interviews with individuals in the group. The interviews use a combination of photo elicitation (IbanNez, 2004) and elements of an ‘interview to the double’ (Nicolini, 2009) process. Participants are asked to bring five photographs to the interviews that they felt represented their learning throughout the professional development program. For the purposes of preparedness and transparency, indicative questions which form the basis of the interviews will be shared with the participants prior to the interview taking place to reduce potential stress (Rubin & Rubin, 2012). The content is within the boundaries of the participants’ professional roles and confined to their experience as an educator. Interviews will be transcribed and the transcriptions provided to participants for comment and/or change prior to being incorporated with other data from analysis. Reputation risk of schools is minimised by schools and individuals not being named or identifiable. Analysis will be undertaken in two stages. Firstly, thematic analysis (Braun & Clarke, 2021) in relation to the research questions. This will be followed by analysis using the theory of practice architectures.

Expected outcomes/results

Broadly, expected outcomes relate to a better understanding of specific practices in formal and informal learning spaces that enable and constrain the sustainable impact of a professional learning program rooted in a philosophy of critical praxis and how that critical praxis is developed over time. Findings relate explicitly to the research questions and the ways that critical praxis was developed through the period of the professional development program. Also, the practice architectures that enabled and constrained that development. Specifically, this includes issues associated with agency, power, and trust. Other factors related to the development of critical praxis are also discussed.