Ideological Divergences in a Teacher Research Group. Revised.Reportar como inadecuado

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Examining the role played by ideology in a teacher research group, a study focused on the differing ideologies on research, teaching/learning, and writing held and developed by the members of the group. Treatments of teacher research remain directed mainly at clarifying the content, the status, and the boundaries of the research practice engaged in by teachers and describing how teacher research contrasts with university research with regard to these elements. The well-supported, university-affiliated teacher research group was comprised of from 19 to 20 teachers representing a wide spectrum of grade levels. All on the high school and college level taught English. Ethnographic participant observation occurred over the span of two years. Case studies of three members of the group illustrate the three global positions taken by members in the teacher research group: a teacher empowerment position, a social change position, and a professional development position. The concept of ideology was utilized to emphasize that beliefs about society, politics, and cognition are intimately bound up in the teacher researchers' different perspectives. Analysis of the ideological positions that developed within this teacher research group, along with the conflicts and interchanges among the participants, demonstrates that there are important divisions within the teacher research movement that are intellectually creative and socially important. (Contains 42 references, eight notes, and three figures which present a synthesis of the commonalities and differences among the three positions.) (RS)

Descriptors: Case Studies, Educational Research, Educational Trends, Elementary Secondary Education, English Instruction, Higher Education, Ideology, Professional Development, Teacher Attitudes, Teacher Researchers, Teacher Role

Autor: Schecter, Sandra R.; Parkhurst, Shawn


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