Emerging Critical Literacy in Teachers as Novice ResearchersReport as inadecuate

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Australian Journal of Teacher Education, v38 n3 Article 1 Mar 2013

This paper explores the experiences of three teachers as novice researchers as they taught full-time in a university English language school in Turkey. Viewing the participants' experiences as researchers through a narrative understanding of teacher knowledge and a critical literacy lens enhanced their critical cognisance of their positioning as women instructors in a higher education setting. Their research experiences were shaped not only by their classroom concerns but also by expectations and larger social narratives that lived beyond their classroom doors. This study focuses specifically upon English language teachers and acknowledges the intersection of gender roles and contextual constraints as complicating, and possibly constraining, the professional learning of teachers as they engage in research.

Descriptors: Foreign Countries, Teacher Researchers, College Faculty, Women Faculty, Higher Education, Colleges, English (Second Language), Second Language Instruction, English Teachers, Sex Role, Context Effect, Faculty Development, Critical Literacy, Teacher Attitudes, Interviews, Professional Identity, Teacher Empowerment, Electronic Publishing, Web Sites, Social Attitudes

Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/

Author: Kukner, Jennifer Mitton

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=884&id=EJ1012936


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