Literaturnachweis - Detailanzeige
| Autor/inn/en | Schutz, Kristine M.; Hoffman, James V. |
|---|---|
| Titel | "I Practice Teaching": Transforming Our Professional Identities as Literacy Teachers through Action Research |
| Quelle | In: Reading Teacher, 71 (2017) 1, S.7-12 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1002/trtr.1592 |
| Schlagwörter | Professional Identity; Literacy Education; Action Research; Teaching Methods; Theory Practice Relationship; Dialogs (Language); Educational Practices; Reading Teachers |
| Abstract | The authors argue for the importance of practice in the professional lives of literacy teachers. Literacy practices and teaching practices are imbued with intentionality, context (temporal, social, political, and cultural), perspective, and outcomes. The goal of this article is to open a dialogue that could begin to normalize a theory of practice and practitioner research as central to the professional identity of teachers. The authors suggest that this professional identity is not something that can be given to teachers; rather, teachers must claim it through their practice. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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