Supporting Teachers' Professionalism: A Legacy of Kenneth Goodman

Autor/in	Gilles, Carol
Titel	Supporting Teachers' Professionalism: A Legacy of Kenneth Goodman
Quelle	In: Journal of Adolescent & Adult Literacy, 67 (2023) 2, S.122-131 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilles, Carol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1307
Schlagwörter	Whole Language Approach; Linguistic Theory; Student Centered Learning; Experiential Learning; Language Teachers; Professionalism; Professional Autonomy + Suchen Sie Ihr Suchwort? Integrierter Sprachunterricht; Linguistische Theorie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Experiental learning; Erfahrungsorientiertes Lernen; Language teacher; Sprachunterricht; Professionalität; Berufsfreiheit
Abstract	Whole language (WL), emerging in the late 1970s, was a theory-in-practice, grass-roots teachers' movement that dramatically changed classrooms worldwide. With an emphasis on student-centered, meaning-focused, experiential, and interactive engagement with the curriculum, this movement offered more choices and possibilities for classroom teachers and students. Using a systematic historical and archival inquiry of the written words of Ken Goodman, considered the founder of WL, and selected archival documents, I describe his influence on WL teachers' professionalism from mid-1970s through mid-1990s. Through his research, writings, and presentations, he positioned teachers as informed, empowered creators of curricular knowledge, instead of passive consumers and script-followers. Pantic's (2017) model of teacher agency for social justice frames this inquiry and further explicates how WL teachers became agentic. The study concludes with reminders of Goodman's influence today. His respect and subsequent actions to further teachers' agency provides guidance as we address contemporary teacher challenges. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01