Playful Provocations and Playful Mind-Sets: Teacher Learning and Identity Shifts Through Playful Participatory Research

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Connecting Research to Practice: Teacher Agency and Decision Making

Abstract

Playful Participatory Research (PPR) is an emerging practitioner inquiry methodology and professional development approach in which educators engage in playful inquiry that incorporates experimentation, exploration, collaboration, and provocations (Author, 2016). This paper highlights a collaboration among a non-profit funder, an international school in Europe, and university-based researchers in the U.S. to use PPR for school-wide professional learning. Drawing on interviews with 21 teachers at the school, we present the particular qualities and characteristics of PPR, describe educators’ experience participating in PPR, and discuss its impact on teacher self-efficacy and teaching practices. Findings suggest playful teacher research positively affects classroom practice, teachers’ self-perception, and overall school culture. Implications for school leaders and teacher researchers are discussed.

Authors

• Megina Baker, Neighborhood Villages

• Jennifer O Ryan, Harvard University