Appreciating the Wobble: Teacher Research, Professional Development, and Figured Worlds

Autor/inn/en	Fecho, Bob; Graham, Peg; Hudson-Ross, Sally
Titel	Appreciating the Wobble: Teacher Research, Professional Development, and Figured Worlds
Quelle	In: English Education, 37 (2005) 3, S.174-199 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Researchers; Teacher Educators; Teacher Researchers; Context Effect; Interpersonal Relationship; Perspective Taking; Teacher Collaboration; High Schools; Language Arts; Simulated Environment; Faculty Development + Suchen Sie Ihr Suchwort? Researcher; Forscher; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerforschung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zukunftsperspektive; Lehrerkooperation; High school; Oberschule; Sprachkultur; Künstliche Umwelt
Abstract	In this article, the authors--the teacher educators who obtained a grant from the Arthur Vining Davis Foundations (AVD)--explore what it meant for teachers and teacher educators involved in the PorTRAIT (Practitioner or Teacher Researchers As Inquiring Travelers) program to enlarge their views of teacher research and their own classrooms by being part of a larger research community. In particular, they examine this work through the concept of figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998). Using this lens, they describe and discuss some of the figured worlds participants brought into the program, the ones the teacher researchers and teacher educators co-constructed, and what these transactions meant in terms of practice, research, and collaboration. In particular, they examine what they call "the wobble," that authored space of uncertainty that lies between and among figured worlds, to argue that coming to an appreciation of this unsettling state of vertigo creates opportunities for examining practice in ways that might not otherwise occur. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10