1. What are the contributions in this paper?
In this paper, the authors focus on the notion of reflective practitioners in the context of in-service training for teachers.
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Constructing the assertive teacher
TL;DR: The authors describe an in-service MA course for teachers which focuses directly on their own developing professional practice in school and show how after capturing, in their personal writing, incidents arising within their work, teachers on the course re-describe these incidents with an emphasis on asserting the actions they might take in respect of them.
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Abstract: This paper describes an in-service MA course for teachers which focuses directly on their own developing professional practice in school. It is shown how after capturing, in their personal writing, incidents arising within their work, teachers on the course re-describe these incidents with an emphasis on asserting the actions they might take in respect of them.
read more
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Creating data in practitioner research
TL;DR: The authors examined how writing produced within school-based practitioner research can function in framing and guiding both classroom practice and the research process itself, using a model from Saussurian linguistics for analysing text, widely used by post-structuralist writers.
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Subject and subjects: conceptions of high school English
Michael James Dore
- 01 Jan 2017
TL;DR: This article used the four discourse theory of human interactions in a social world to examine the difficulties and opportunities presented in navigating the new GCSE course in English curriculum, and argued that the subjectivity of English and how it makes its participants "subjects" can be seen in interesting ways.
References
•Book
The problem of social reality
Alfred Schutz
- 01 Jan 1978
TL;DR: Schutz's leave was granted, but he was unable to carry out the task proposed in the prospectus because of his final illness and death in May of 1959 as discussed by the authors, and the task was not carried out.
659
Creating evidence towards making statements about classroom activity
TL;DR: In this article, the authors examine some of the issues underlying the creation of data in classroom based research, focusing on the status of evidence offered by a researcher describing children's activity in order to demonstrate how the researcher's interest necessarily conditions the various stages of any enquiry.