Composition Teachers Need To Become Teacher-Researchers: Reflections Based on an Ethnography of Teacher Training Sessions.

Autor/in	Aber, John
Titel	Composition Teachers Need To Become Teacher-Researchers: Reflections Based on an Ethnography of Teacher Training Sessions.
Quelle	(1988), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Philosophy; Educational Research; English Curriculum; English Instruction; English Teacher Education; Ethnography; Higher Education; Inservice Teacher Education; Secondary Education; Teacher Education Programs; Teacher Improvement; Teacher Participation; Teacher Researchers; Teacher Workshops; Writing (Composition); Writing Instruction; Writing Research + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; English langauage lessons; Englischunterricht; Ethnografie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Sekundarbereich; Lehrerforschung; Schreibübung; Schreibunterricht; Schreibforschung
Abstract	Educational research has been meeting resistance in its effort to influence curricular policy or to change classroom practice because of the lack of value placed on it by those who exercise power over and in higher institutions of learning. In order to counteract this resistance it is important to identify those predisposed to effect change in the classrooms. This involves finding a way to discover exactly what motivates those who teach writing to act as they now do--and what might begin to motivate them to reflect critically on their practice to see if it is actually meeting their needs. Until now, teachers, particularly writing teachers, have been the passive receivers of university-research pronouncements concerning what should be taught and how it should be learned. A year-long observation of a teacher inservice program to train writing teachers in the composing process revealed a negative teacher response. This response to these composition inservice sessions, conducted by an academic researcher, shows how such university-based efforts can easily fail. Another result was the discovery of divergent goals by those who planned the inservice sessions and those who were supposed to benefit from them. Based on these observations, it is recommended that teachers should become active participants in their own research projects and learn to examine the contradictory patterns of meaning that can emerge from school settings, which ultimately can determine what is taught in classrooms and what knowledge is suppressed. (Six references are appended.) (MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC