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ERIC Number: EJ789519
Record Type: Journal
Publication Date: 2003
Pages: 11
Abstractor: Author
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0950-0782
Reading the Teacher; Writing the Lesson
Stables, Andrew
Language and Education, v17 n6 p450-460 2003
The paper considers the consequences for research in classrooms of regarding "lessons" of all sorts as elaborate sequences of discourse, or "text", as part of a move towards a greater emphasis in research, teacher education and policy on education as cultural ("vis a vis" social or linguistic) practice. A quadruple perspective is offered, considering, in turn, teachers as writers, teachers as readers, students as readers and students as writers, attempting to clarify both similarities and distinctions between teacher/student and reader/writer roles. The discussion ends with a critical reflection on undifferentiated concepts of educational practice, arguing that teachers and students contribute to discourse, and that no one agency can therefore be held responsible for the educational experience. Exemplification is drawn from archived videoed lessons that have previously been used for teacher education and research purposes.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)