Bridging the Methodological Gap between Self, Practice and Research

Abstract

This methodological paper emerges from an investigation of the varying levels of pre-service teacher professional preparedness. More specifically, the variable to be measured is the rigor and relevance of the instruction planned to teach the moving skills of the NSW PDHPE K-6 syllabus. At this stage, this variable is a potential indicator of professional progression along a specialisation pathway during initial teacher education at UNE. As the principal researcher is concurrently involved in the design, implementation and assessment of unit offerings in the B.Ed, the objectivity of the individual is open to question. The dual position of practitioner and research-practitioner is a challenge to the design process and is central to this report. This paper focuses on the idea that the gap between self, practice and research can be bridged through 'reflection by introspection' using the technique of 'crafting portrayals'. Essentially, this method makes explicit self-understanding, tacit knowledge, 'taken-for-granted' assumptions and preconceptions that may otherwise distort or heighten the perception of 'what is happening'. The data from the descriptive, interpretive and explanatory portrayals describe the research-practitioner moving from the situational to the theoretical. The robustness and application of the method is presented through example.