'Dialogue Not Decoration' -- Personal Reflections on Professional Identity and Practice in English Teaching

Autor/in	Tarpey, Paul
Titel	'Dialogue Not Decoration' -- Personal Reflections on Professional Identity and Practice in English Teaching
Quelle	In: Changing English: Studies in Culture and Education, 28 (2021) 4, S.370-383 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2021.1934401
Schlagwörter	Dialogs (Language); Professional Identity; English Teachers; Teacher Attitudes; Educational Practices; Authentic Learning; Teaching Methods; Grammar; Standard Spoken Usage; Learning Experience; English Literature; Summative Evaluation; Educational Change; Secondary School Teachers; English Instruction; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Gesprochene Sprache; Umgangssprache; Lernerfahrung; Englische literatur; Bildungsreform; English langauage lessons; Theorie-Praxis-Beziehung
Abstract	In this article I reflect on the early formation of my professional identity and practice. I argue that much of my early practice was 'decorative' in that it masked dominant structures and discourses that often limited learning opportunities. I consider how a dialogic approach to school English is important for offering more authentic teaching and learning experiences within present circumstances dominated by a narrow curriculum focus on canonical literature, Standard English grammar and summative assessment. I end by offering an alternative, through examples of reflective and dialogic practice, aimed at providing students with a more authentic and meaningful learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01