Critical Pedagogic Analysis: An Alternative to User Feedback for (Re)Designing Distance Learning Materials for Language Teachers?

Autor/in	Reed, Yvonne
Titel	Critical Pedagogic Analysis: An Alternative to User Feedback for (Re)Designing Distance Learning Materials for Language Teachers?
Quelle	In: English Teaching: Practice and Critique, 11 (2012) 1, S.60-81 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Feedback (Response); Evaluators; Distance Education; Educational Technology; Semiotics; Curriculum Development; Instructional Materials; Foreign Countries; Teacher Education; Critical Thinking; Evaluation Methods; Language Teachers; English (Second Language); Reading Materials; Design; South Africa + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Semiotik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrmaterial; Lehrmittel; Ausland; Lehrerausbildung; Lehrerbildung; Kritisches Denken; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Internationally, guidelines for distance education advise the use of feedback from students in designing and redesigning materials. As my own attempt to elicit such feedback was an instructive failure, I decided to draw on theorisations of pedagogy, mediation and subjectivity and on international and local (South African) conceptualisations of a knowledge base for teacher education, together with Halliday's work in systemic functional linguistics and Kress and van Leeuwen's work in social semiotics, to devise a framework for what I have termed a critical pedagogic analysis of distance learning materials. I argue that such an analysis can assist materials designers and evaluators to uncover the subject positions constituted for readers of distance learning materials and that this is a worthwhile project because particular subject positions may affect readers' "investment" in their studies and in improving their classroom practice. After giving a brief account of the "feedback failure" and what I learned from it, I outline each "element" of the analytic framework and illustrate its use with examples from an analysis of three sets of South African teacher education materials. (Contains 7 tables, 3 figures, and 8 footnotes.) (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10