Talking about education: exploring the significance of teachers' talk for teacher agency
Talking about education: exploring the significance of teachers' talk for teacher agency
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DOI：
10.1080/00220272.2016.1205143
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发表时间：
2017-02-01
影响因子：
2.1
通讯作者：
Robinson, Sarah
中科院分区：
文献类型：
--
作者：
Biesta, Gert;Priestley, Mark;Robinson, Sarah
长期以来，人们一直把对教师话语和词汇的兴趣放在知识的范畴下进行研究，尤其是教师的专业知识。这种兴趣可以追溯到舒尔曼对不同类型的教师知识的区分，以及施瓦布对实践推理和判断在教学中的作用的兴趣。在研究中，我们可以发现两种方法之间的区别，一种是专注于教师的命题或理论知识的更狭隘的方法，另一种是更包容的方法，其中教师的知识不仅是教师在其他地方产生的知识，也是教师的知识。这是从一系列来源和经验中获得的知识储备，包括教师不断参与教学实践本身。本文主要研究教师话语在教师代理成就中的作用。我们将探讨这种谈话如何、以何种方式以及在多大程度上帮助或阻碍教师控制和指导他们的日常实践，并牢记这些实践不仅是教师判断和行动的结果，而且还受到教师工作的结构和文化的影响。
The interest in teachers' discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers' professional knowledge. This interest can be traced back to Shulman's distinction between different kinds of teacher knowledge and Schwab's interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers' propositional or theoretical knowledge and a more encompassing approach in which teachers' knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the stock of knowledge' gained from a range of sources and experiences, including teachers' ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers' talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers' judgements and actions, but are also shaped by the structures and cultures within which teachers work.