Realising and Extending Stenhouse's Vision of Teacher Research: The Case of English History Teachers

Autor/in	Fordham, Michael
Titel	Realising and Extending Stenhouse's Vision of Teacher Research: The Case of English History Teachers
Quelle	In: British Educational Research Journal, 42 (2016) 1, S.135-150 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3192
Schlagwörter	Foreign Countries; History Instruction; Educational Theories; Curriculum; Educational Research; Professional Development; Best Practices; Teacher Researchers; Citation Analysis; Educational History; Discourse Analysis; Knowledge Base for Teaching; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; History lessons; Geschichtsunterricht; Educational theory; Theory of education; Bildungstheorie; Curricula; Lehrplan; Rahmenplan; Bildungsforschung; Pädagogische Forschung; Lehrerforschung; Citation; Citations; Zitatenanalyse; Zitat; History of education; Bildungsgeschichte; Diskursanalyse; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Stenhouse's original vision of teacher research incorporated a strong emphasis on curriculum construction, interpretation and evaluation. This curricular emphasis is less prevalent in the present in the dominant "professional development" and "what works" traditions of teacher research. It is shown here, however, that this curricular focus has been maintained in the published discourse of history teachers in England. Using a citation analysis to illuminate the growth of professional knowledge, this paper shows how curricular issues drove history-teacher published discourse between 2004 and 2013, and how this discourse drew upon a highly subject-specific knowledge base in this period. Research by teachers in a tradition of "curriculum theorising", it is argued here, could prove to be a powerful component in establishing a more systematic knowledge base for the profession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01