Openly accessible

Knowing practice in English teaching? Research challenges in representing the professional practice of English teachers

Doecke, Brenton, Green, Bill, Kostogriz, Alex, Reid, Jo-Anne and Sawyer, Wayne 2007, Knowing practice in English teaching? Research challenges in representing the professional practice of English teachers, English teaching : practice and critique, vol. 6, no. 3, pp. 4-21.

Attached Files
Name Description MIMEType Size Downloads
kostogriz-knowingpractice-2007.pdf Published version application/pdf 232.04KB 105

Title Knowing practice in English teaching? Research challenges in representing the professional practice of English teachers
Author(s) Doecke, Brenton
Green, Bill
Kostogriz, Alex
Reid, Jo-Anne
Sawyer, Wayne
Journal name English teaching : practice and critique
Volume number 6
Issue number 3
Start page 4
End page 21
Total pages 17
Publisher School of Education, University of Waikato
Place of publication Hamilton, N.Z.
Publication date 2007-12
ISSN 1175-8708
Summary This article problematises representations of professional practice. It investigates assumptions behind received accounts of professional practice, including professional standards that purportedly capture what accomplished English teachers “should know and be able to do”, “scientific” studies that construct accounts of classrooms from the standpoint of academic researchers, and narratives written by teachers that claim to explore dimensions of classroom teaching that elude outside observers. Especially significant are attempts by practitioner researchers to develop accounts of their professional practice vis-a-vis constructions of their work from other standpoints. We argue that it is timely for practitioner researchers to reflexively examine the conditions for producing such accounts, and to address the question of the validity of their knowledge claims. Yet this is also – crucially – more than an epistemological issue, but one that requires acknowledging the primacy of practice for engaging with the complexities of classroom settings. This article gives an account of our ongoing efforts to develop forms of representation that might begin to do justice to the complexities of practice in comparison with accepted accounts of what English teachers know and do. We intend it to be read as a position paper which outlines a framework for research on English teaching as a dynamic culture practice.
Notes Reproduced with kind permission of the copyright owner.
Language eng
Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2007, The authors
Persistent URL http://hdl.handle.net/10536/DRO/DU:30024366

Document type: Journal Article
Collections: School of Education
Open Access Collection
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 1 times in TR Web of Science
Google Scholar Search Google Scholar
Access Statistics: 401 Abstract Views, 105 File Downloads  -  Detailed Statistics
Created: Mon, 01 Mar 2010, 14:47:56 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.