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ERIC Number: EJ1089955
Record Type: Journal
Publication Date: 2016-Feb
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0141-1926
Realising and Extending Stenhouse's Vision of Teacher Research: The Case of English History Teachers
Fordham, Michael
British Educational Research Journal, v42 n1 p135-150 Feb 2016
Stenhouse's original vision of teacher research incorporated a strong emphasis on curriculum construction, interpretation and evaluation. This curricular emphasis is less prevalent in the present in the dominant "professional development" and "what works" traditions of teacher research. It is shown here, however, that this curricular focus has been maintained in the published discourse of history teachers in England. Using a citation analysis to illuminate the growth of professional knowledge, this paper shows how curricular issues drove history-teacher published discourse between 2004 and 2013, and how this discourse drew upon a highly subject-specific knowledge base in this period. Research by teachers in a tradition of "curriculum theorising", it is argued here, could prove to be a powerful component in establishing a more systematic knowledge base for the profession.
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
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)