Teachers as Researchers: A "Fair Dinkum" Learning Legacy

Autor/in	Comber, Barbara
Titel	Teachers as Researchers: A "Fair Dinkum" Learning Legacy
Quelle	In: English in Australia, 48 (2013) 3, S.54-61 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Teacher Researchers; Action Research; Literacy; Cooperation; Foreign Countries; Participatory Research; Primary Education; Secondary Education; Leadership; Ethnography; Beginning Teachers; Theory Practice Relationship; Educational Research; High Schools; Australia + Suchen Sie Ihr Suchwort? Lehrerforschung; Projektforschung; Alphabetisierung; Schreib- und Lesefähigkeit; Co-operation; Kooperation; Ausland; Forschungstätigkeit; Primarbereich; Sekundarbereich; Führung; Führungsposition; Ethnografie; Junior teacher; Junglehrer; Theorie-Praxis-Beziehung; Bildungsforschung; Pädagogische Forschung; High school; Oberschule; Australien
Abstract	As educators encounter a policy landscape where increasingly the education lexicon includes keywords such as data, evidence, quality, and standards, it is interesting to revisit Garth Boomer's contribution regarding teachers as researchers. In "Fair Dinkum Teaching and Learning," Boomer (1985) clearly named at least two key problems that the author believes still face the educational community. First, drawing on the sociologist Basil Bernstein, he explained that schools typically contribute to the reproduction of educational success and failure, whereby some students come "to believe that they are capable of seeking, possessing, and banking on knowledge" (Boomer, 1985, p. 122) and "the other group, those who fail, tend to believe that knowledge is 'elsewhere,' not to be possessed, to be deferred to, rebelled against, or distrusted." Second, he named the divide between what he called "big R" research, which he saw as "a postgraduate luxury," and what actually goes on in schools (which he argued are not thinking and learning institutions). In this article, the author revisits what she has learned from her collaborative work with teacher-researchers, with Boomer's key messages in mind. (ERIC).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10