Search results for: Discourse analysis
Page 3/5 42 items
Crossing Boundaries and Constructing Identities: The Experiences of Early Career Mainland Chinese English Language Teachers in Hong Kong
The current paper reports on a qualitative study that investigated the experiences of a group of English language teachers from the Chinese mainland. The teachers completed their teacher training in Hong Kong and have taken up full-time teaching positions in secondary schools within Hong Kong. The study examines the participants' discursive and participative practices to illustrate how their experiences, both as students in the Chinese mainland and as preservice teachers in Hong Kong, shaped their construction of teacher identities, as well as to show that their employment in Hong Kong schools represented a challenge to this identity formation process.
Updated: Sep. 14, 2011
This study focused on a crucial component of literacy coaches’ professional lives – the redelivery of professional development in Reading First. The authors interviewed two literacy coaches in the Georgia Reading First curriculum model about how they redelivered professional development. The coaches negotiate competing discursive forces, frame success and represent their practices in different and complex ways despite the assumed uniformity of Reading First redelivery.
Updated: Jul. 26, 2011
The current paper reports on a qualitative case study which conducted in Hong Kong. This case study explored the experiences of two groups of secondary school English language teachers as they participated in school–university partnerships.
Updated: Apr. 17, 2011
In this paper, the author describes the historical development of curriculum studies in South Korea over the last 3 decades by focusing on reconceptualist approaches to curriculum. The author argues for a reconfiguration of Western discourses in terms of local and regional knowledges. In conclusion, the author argues that writing “regional tales” sets a critical example for Western curriculum scholars while at the same time inviting links to curriculum studies and researchers in other non-Western countries.
Updated: Mar. 17, 2011
In this article, the author examines the expectations of a group of site-based teacher educators. Each of these teacher educators attempted to support a pre-service teacher who struggled to achieve satisfactory outcomes on their professional placement. The current article is concerned with the bases for strong emotional experiences. The article also raises questions in relation to how we can support teachers make sense of discourses that shape their lives and their emotions, particularly with respect to site-based teacher educators' expectations of their pre-service teacher.
Updated: Mar. 17, 2011
Studying the “I” in our Teaching and Learning: Influences of Identity on Pedagogy for Faculty of Color at a Rural University
The authors report how the cultural identities of three Black professors influence their pedagogy at a rural, predominantly white, university in the USA. This study includes the voices of two other colleagues as critical friends to the discourse to facilitate perspective and completeness. Findings from the study revealed that the sense of being or identity did contribute to pedagogical style, perceptions of and responses to personal and professional challenges, including interactions with colleagues. The authors recommend the use of co-auto-ethnographic self-study with critical friends as an important methodology to guide faculty members as they engage in social justice teaching practices.
Updated: Jan. 30, 2011
Education Policy Convergence through the Open Method of Coordination: Theoretical Reflections and Implementation in ‘Old’ and ‘New’ National Contexts
The current article addresses two key questions about the convergence of education policies in the European Union (EU). The authors argue that the open method of coordination (OMC) brings to national policy making a particular set of ideas about education, such as an emphasis on the contribution of education to building competitive economies. Finally, the paper suggests – on the basis of a preliminary exploration of the implementation of education OMC measures in the United Kingdom and Slovenia – that education OMC policy ideas resonate to varying degrees in ‘old’ and ‘new’ member states.
Updated: Jan. 25, 2011
This study examines the instructional steps that the author took, based on gaps between what was happening in a graduate literacy class she taught and what she had intended to happen. This study describes the ways that the author re-imagined the class and what came about when she created a pedagogical approach that featured multi-genre inquiry. The author found that the multi-genre approach led to moments of inter-discursivity as teachers extended their understandings by appropriating language from one genre into another.
Updated: Jan. 23, 2011
Drawing on the work of one teacher candidate, the author demonstrates what can be learnt about the process of discursively constructing a teacher identity. This teacher candidate positioned herself differently over time in relation to discourses from her teacher education programme about the importance of using detailed knowledge of students to guide planning and instruction. The findings have implications for the ways teacher educators work with teacher candidates around artefacts of practice.
Updated: Aug. 22, 2010
This paper explores the role of engaging teachers in constructive dialogue within ICT professional development activity. As part of an ICT professional development program, sixteen teachers across eight geographically removed schools participated in an online threaded discussion forum for a school year. The findings suggest evidence of both collegial and critical forms of discussion. Collegial discussion was found to be important in developing and maintaining community while critical discussion was vital for its role in transforming teachers' beliefs.
Updated: May. 25, 2010