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Power and knowledge-building in teacher inquiry negotiating interpersonal and ideational difference

Power and knowledge-building in teacher inquiry negotiating interpersonal and ideational difference

 Spicer, David H. Eddy.
 2010
 p. 1-17 English
Ngôn ngữKnowledge base for teaching.Learning processes.Semiotics.Educational change.Teacher collaboration.Group dynamics.
Tác giả CN Spicer, David H. Eddy.
Nhan đề Power and knowledge-building in teacher inquiry: negotiating interpersonal and ideational difference / David H. Eddy Spicer
Thông tin xuất bản 2010
Mô tả vật lý p. 1-17
Tóm tắt Professional collaboration in schools features prominently in contemporary approaches to educational change. Advocates highlight the importance of situated knowledge to continuous teacher learning, sustained school reform and improved student learning. Critics portray collaboration as an invisible and coercive means of official control. The framework presented in this paper aims to treat these perspectives not as ideological positions but as starting points for empirical investigation into the dynamics of power in professional collaboration. The framework draws on social semiotic theories of lan¬guage and functional linguistics to portray the ways in which the development of ideas and the development of social relations - ideational and interpersonal meaning - move in concert. Excerpts from an in-depth study of interaction among science teachers and teacher-leaders in a secondary school undergoing broad reform illustrate the application of this framework. Attention to the dynamics of support and challenge in the most gener¬ative of these interactions reveals distinctive patterns of the negotiation of interpersonal and ideational meaning. These patterns of control provide a means of connecting the microprocesses of building knowledge with the broader dynamics of power at play in educational change
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Knowledge base for teaching.
Từ khóa tự do Learning processes.
Từ khóa tự do Semiotics.
Từ khóa tự do Educational change.
Từ khóa tự do Teacher collaboration.
Từ khóa tự do Group dynamics.
Nguồn trích Language and education- 2010, Vol25, N.1
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a Professional collaboration in schools features prominently in contemporary approaches to educational change. Advocates highlight the importance of situated knowledge to continuous teacher learning, sustained school reform and improved student learning. Critics portray collaboration as an invisible and coercive means of official control. The framework presented in this paper aims to treat these perspectives not as ideological positions but as starting points for empirical investigation into the dynamics of power in professional collaboration. The framework draws on social semiotic theories of lan¬guage and functional linguistics to portray the ways in which the development of ideas and the development of social relations - ideational and interpersonal meaning - move in concert. Excerpts from an in-depth study of interaction among science teachers and teacher-leaders in a secondary school undergoing broad reform illustrate the application of this framework. Attention to the dynamics of support and challenge in the most gener¬ative of these interactions reveals distinctive patterns of the negotiation of interpersonal and ideational meaning. These patterns of control provide a means of connecting the microprocesses of building knowledge with the broader dynamics of power at play in educational change
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