Methodologies for Reflective Practice and Museum Educator Research

Abstract

We argue in this chapter that research focused on learners and learning, as well as on teaching, has sharpened our insights about how museum educators, in the process of becoming increasingly reflective practitioners and teacher researchers, can learn to both ‘notice’ learners in new ways and respond to these learners with flexible scaffolding rather than with predetermined disciplinary content, scripts or standardized questions. We base this argument on research conducted over the past five years using a sociocultural theoretical framework to inform methodological decisions. Our work and that of others (Tran & King, 2007, for example) and Kisiel’s and Tal’s chapters in this book have underscored the need for theoretically grounded practices for those teaching in informal science institutions (ISIs). These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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