Beacons of Light, Rays, or Sun Catchers? A Case Study of the Positioning of Literacy Teachers and Their Knowledge in Neoliberal Times

Autor/inn/en	Hibbert, Kathryn M.; Heydon, Rachel M.; Rich, Sharon J.
Titel	Beacons of Light, Rays, or Sun Catchers? A Case Study of the Positioning of Literacy Teachers and Their Knowledge in Neoliberal Times
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 2, S.303-315 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2007.01.014
Schlagwörter	Knowledge Base for Teaching; Educational Change; Literacy; Foreign Countries; Case Studies; Teaching Experience; Inservice Teacher Education; Professional Development; Educational Theories; Educational Philosophy; Educational Principles; Teacher Role; Educational Improvement; Political Attitudes; Educational Policy; Reflective Teaching; Models; Program Effectiveness; Canada + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungsreform; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Case study; Fallstudie; Case Study; Lehrerfortbildung; Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Lehrerrolle; Teaching improvement; Unterrichtsentwicklung; Political attitude; Politische Einstellung; Politics of education; Bildungspolitik; Analogiemodell; Kanada
Abstract	This paper reports on a case study of a "lead literacy teacher" initiative in one Canadian province. This initiative is related to a ''minority world'' trend in teacher in-service that seeks to develop "experts" in a field with the intent that such experts can help other teachers to raise student achievement for the betterment of the economy. Using a post-colonial theoretical framework that advocates for professional development premised on teacher knowledge production, the study finds that the initiative instead forwards a "train-the-trainer" model of information transmission that negates teachers' prior knowledge, experience, and practices. The study argues that for teachers to become critically reflective in their practice, they need material supports (e.g., time) to share with one another and knowledge must be allowed to flow in all directions within the educational hierarchy. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10