Literaturnachweis - Detailanzeige
Autor/in | Tarpey, Paul |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |