Doing Research
On “In-Between” Conversations
After three weeks abroad—attending and presenting at the ECIS Leadership Conference in Stuttgart, visiting a German international school, and spending time as a Visiting Scholar at Leysin American School in Switzerland—I find myself reflecting not just on the scheduled events that constituted this busy itinerary but on the spaces between them. What stood out most were not only the keynotes or the formal school visits—although these were rich and rewarding—but the unplanned, spontaneous moments: the “in-between” conversations.
These are the conversations that happen in the corridor after a classroom observation, unfold over a meal or a coffee, or while waiting for a conference session to begin. They are unstructured, unscripted, and often unguarded. And it is precisely because of this that they carry such weight. What particularly struck me is how these in-between moments can often shift the conversation from presentation to reflection. They offer a chance to wrestle with ideas, to share uncertainty, and to connect the personal with the professional. The in-between conversation is where someone says, “Here’s what I really think,” or “We’ve been trying something new—what’s your take on it?”. Their informality, their lack of a particular agenda, provides an opportunity to be open, vulnerable and learn through fair-mindedness.
One of many striking sets of “in-between” conversations I had during this recent trip, because of the vulnerability that was exhibited, was with someone who could speak very little English. The conversation started with an LAS Visiting Scholar (and academic in her right who was visiting with her husband whose English was fine) first stating that her English was not strong. To her relief, I pulled out my phone and opened a translator app that allowed me to speak in English and have what I was saying simultaneously translate into this Visiting Scholar’s home language. Conversely, she was able to respond in her language and the app translated what she was saying into English. 40 minutes later, our conversation about mentoring newly qualified teachers in different cultural contexts concluded with the promise of more discussion later in the day!
There were so many of these conversations, all of which deepened my understanding of different issues or ideas in learning and teaching. How leadership is being enacted in different contexts, how AI is prompting new questions in learning and teaching, and how school culture is shaped not just by vision statements, but by daily practice, are but three examples. Fundamentally, though, the “in-between” conversations served as a great reminder of how, as educators, our work is a human endeavour—complex, relational, and constantly evolving. Professional learning doesn’t only happen in formal settings. It also happens in the margins, where trust, curiosity, and shared purpose meet.
Dr Timothy Scott
Tim has held various leadership roles in schools in Australia and abroad for the past 24 years, alongside teaching history and modern languages. He is currently Research Principal at the Barker Institute, the school-based educational research centre at Barker College. His research interests include intercultural and interlingual learning and teaching, refugee education, and the role of student voice in improving educational practice. Tim believes embedding research informed practice has become increasingly important and is the mark of contemporary schools, empowering their teachers as experts and enabling their learners to thrive. He is one of the lead researchers for the Barker Institute’s ongoing, decade-long longitudinal study, the Barker Journey. Concurrently with his educational research responsibilities, Tim teaches History and Global Studies at Barker. Tim’s PhD investigated socio-political influences on contemporary German conceptions of history and archaeology.
