English Teachers' Cultural Models about Technology: A Microethnographic Perspective on Professional Development

Autor/in	Curwood, Jen Scott
Titel	English Teachers' Cultural Models about Technology: A Microethnographic Perspective on Professional Development
Quelle	In: Journal of Literacy Research, 46 (2014) 1, S.9-38 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X13520426
Schlagwörter	Faculty Development; Discourse Analysis; Ethnography; Communities of Practice; Technology Integration; Educational Psychology; Anthropology; Cognitive Processes; Sociolinguistics; Cultural Context; Models; Cues; Computer Attitudes; Teacher Attitudes; Context Effect; Educational Change; English Teachers; Secondary School Teachers; High Schools; Qualitative Research; Pedagogical Content Knowledge; English Instruction; Case Studies + Suchen Sie Ihr Suchwort? Diskursanalyse; Ethnografie; Community; Erziehungspsychologie; Pädagogische Psychologie; Anthropologie; Cognitive process; Kognitiver Prozess; Soziolinguistik; Analogiemodell; Stichwort; Lehrerverhalten; Bildungsreform; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; High school; Oberschule; Qualitative Forschung; Pädagogische Kompetenz; English langauage lessons; Case study; Fallstudie; Case Study
Abstract	Prompted by calls for research on technology-focused professional development, this ethnographic case study investigates how teachers' participation in learning communities may influence technology integration within the secondary English curriculum. In this article, I draw on educational psychology, cognitive anthropology, and sociolinguistics to build a theory of teacher learning. I then take a microethnographic approach to discourse analysis to show how teachers' use of language and contextualization cues within a learning community reflects their cultural models, or everyday beliefs, about technology. This study addresses two gaps in the literature. First, it explores the role of situated language in constructing English teachers' cultural models related to technology. Second, it examines micro-level interactions within a professional learning community to understand how teacher learning occurs in social and cultural contexts. The analysis suggests that the implementation of educational reforms, including reforms associated with technology integration and literacy education, is often dependent upon teachers' skills, values, and cultural models. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10