Sometimes you have to slow down first to move forward together.

The website practoraten.nl gives practorates the space to offer a glimpse into meaningful practical moments from education and the professional field – moments that stimulate learning, reflection, and innovation. In his column, Summa Practor Kennedy Tielman makes a case for slowing down.

Within the Learning Design Studio (LDS), teacher-researchers work on their own practice-based research. Whereas previously the emphasis lay on individual reflection, the focus is now shifting towards explicitly sharing the research process and providing targeted feedback according to established discussion protocols. What does this shared slowing down yield? And how can slowing down actually lead to acceleration in learning and development? Read along and be inspired.

Practor Kennedy Tielman: During a meeting of our research circle, action researchers work on their own research in a Learning Design Studio (LDS). Whereas previously reflection was primarily individual, we now ask participants to explicitly share their process and provide each other with targeted feedback according to established discussion protocols of the Learning Design research group.

Colleagues act as critical friends and help each other refine research questions and next steps. At the end of the session, everyone reflects not only on their own learning but also on what it has yielded for the group via a Next-step form. For some, this was a new and not always easy way of working.

Quote from a participant: Working with the Next-Step form feels like a kind of self-feedback cycle to me. You look back at your goals, you see where you stand, where you want to work towards, and what you still need to do to get there. It helps bring structure to my research and learning process.

The slight tension surrounding the giving and receiving of feedback was striking. Critical questions had to be carefully formulated to feel like support rather than judgment. It also became apparent how strong the tendency was to continue viewing research as an individual process.

At the same time, movement emerged precisely within that slight friction: participants listened differently, formulated their thoughts more sharply, and reflected more consciously. The dilemma became visible: how do you create space for critical dialogue without it feeling unsafe?

By consistently continuing to work with shared reflection moments, trust grew. Action researchers gained more control over their process and felt a stronger sense of ownership over their development. Research was no longer viewed solely as a methodical activity, but as a collaborative learning process.

In addition, we more actively sought collaboration with knowledge partners outside secondary vocational education. This strengthened our approach and helped us address methodological and ethical issues more effectively. Moreover, collaboration with universities of applied sciences and universities offers opportunities for joint grant applications as equal partners; “Nothing about us without us!”

We presented our approach for feedback to the research circle of the national knowledge network for Vocational Education. At the end of the school year, we hope to interpret the learning outcomes of the action researchers using the Clark & ​​Hollingsworth model.

Quote from a participant: Collaborating with the university(ies) ensures that my research is more firmly grounded and encompasses multiple perspectives. It truly gives my growth a boost, and I hope to be able to continue making use of this network.

Published on practorates.nl
Images & editing: Dorinde van Helden
Text: Practor Kennedy Tielman.