ERIC Number: EJ1100911
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 66
ICT and Language Teacher Development in the Global South: A New Materialist Discourse Analysis
Anwaruddin, Sardar M.
Educational Studies: Journal of the American Educational Studies Association, v52 n3 p260-278 2016
In this article, I present insights from a discourse analytic study in which I examined publications that emerged from a teacher development program in Bangladesh. The program, known as English in Action, utilizes information and communication technologies to deliver professional development activities to English-language teachers. Now in its 8th year, the program claims great success in developing teachers' pedagogical knowledge and capacity. The primary purpose of this article is to analyze the discourses that this program uses to claim success. Building on Hargreaves and Fullan's (1992) three integrated approaches to teacher development, I analyzed a large corpus of texts. I drew on the recent scholarship on new materialism to guide the analysis. The findings suggest that most of the discourses that English in Action uses are detached from the material reality in which teachers live, learn, and work. I conclude the article with a call for using a new materialist lens to read dominant discourses about ICT-use in teacher professional development.
Descriptors: Discourse Analysis, Teacher Education Programs, English Teachers, English (Second Language), Faculty Development, Pedagogical Content Knowledge, Capacity Building, Content Analysis, Theory of Mind, Skill Development, Program Effectiveness, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Bangladesh