Becoming with data: Developing self-assessing recursive pedagogies in schools and using second-order cybernetics as a thinking tool

Abstract

This article is about developing school-based self-assessing recursive pedagogies and case/action research practices and/or approaches in schools, and teachers, teacher researchers and researchers simultaneously producing and theorising their own practices using second-order cybernetics as a thinking tool. It is a move towards pragmatic data-driven pedagogies and research and away from traditional hypothesis-driven activities.