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Teacher theorising, intellectual resources and praxis intentionality
There is increasing interest among academics about reflection 'in', 'on', and 'about' action in educational practices. There are few empirical findings about the significance to teachers of 'intellectual resources' for education (Carr, 1995) that are 'socially useful' (Anyon, 1994). A case study is presented of postgraduate teachers' reflexive struggles with a dissatisfying workplace problem. Of particular interest is the development of teachers' thinking about the 'embodied' and 'embedded' (Fay, 1987) nature of personal and collegial involvement in the 'crisis' circumstances of educational change. The case study reveals each teacher's theorising of those circumstances and how they intend to redeem 'locally' and 'particularly' certain elements of the problematic situation. Teachers' praxis intentions are 'voiced' interpretively within Fay's critical but postmodern 'limits' to rationality and change thesis. The case study provides grounds for optimism about the relation of intellectual resources, modes of inquiry in postgraduate studies and socially-useful theory building in education.
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Teachers and teaching: theory and practiceVolume
3Issue
1Pagination
101 - 117Publisher
RoutledgeLocation
Abingdon, Eng.Publisher DOI
ISSN
1354-0602Language
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
1997, Journals OxfordUsage metrics
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