Talking about Education: Exploring the Significance of Teachers' Talk for Teacher Agency

Autor/inn/en	Biesta, Gert; Priestley, Mark; Robinson, Sarah
Titel	Talking about Education: Exploring the Significance of Teachers' Talk for Teacher Agency
Quelle	In: Journal of Curriculum Studies, 49 (2017) 1, S.38-54 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Biesta, Gert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2016.1205143
Schlagwörter	Discourse Analysis; Knowledge Base for Teaching; Teaching Methods; Professional Autonomy; Educational Practices; Educational Environment; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Educational Policy; Educational Attitudes; Teacher Education; Teacher Attitudes; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Diskursanalyse; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsfreiheit; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Lehrerausbildung; Lehrerbildung; Lehrerverhalten
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01