Journal
JOURNAL OF CURRICULUM STUDIES
Volume 49, Issue 1, Pages 38-54Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00220272.2016.1205143
Keywords
Teacher knowledge; teachers' vocabularies; teachers' talk; teacher professionalism; teacher agency
Categories
Funding
- UK Economic and Social Research Council [RES-000-22-4208]
- ESRC [ES/I006907/1] Funding Source: UKRI
- Economic and Social Research Council [ES/I006907/1] Funding Source: researchfish
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The interest in teachers' discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers' professional knowledge. This interest can be traced back to Shulman's distinction between different kinds of teacher knowledge and Schwab's interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers' propositional or theoretical knowledge and a more encompassing approach in which teachers' knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the stock of knowledge' gained from a range of sources and experiences, including teachers' ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers' talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers' judgements and actions, but are also shaped by the structures and cultures within which teachers work.
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