A collaborative case study of teacher change: From a personal to a professional perspective

Cryns, Theresa; Johnston, Marilyn

doi:10.1016/0742-051x(93)90050-q

Cited by 9 publications

(1 citation statement)

References 31 publications

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“…Francis, 1995;Hatton and Smith, 1995;Hanley and Brown, in press) and masters level work (e.g. Cryns and Johnston, 1993;Brown, 1994 d). Associated with these moves is a burgeoning literature on teacher narratives, emphasising the teacher's perspective as represented through the accounts they give of their professional situations (e.g.…”

Section: Introductionmentioning

confidence: 99%

Creating data in practitioner research

Brown

1996

Teaching and Teacher Education

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This paper examines how writing produced within school-based practitioner research can function in framing and guiding both classroom practice and the research process itself. It outlines a model from Saussurian linguistics for analysing text, widely used by post-structuralist writers. In this model the meaning of the text depends on an evolving relationship between the words within it. An analogy is drawn with practitioner research, which is characterised as the generation and analysis of a sequence of pieces of writing, whose meaning can be derived through analysis of the relation between the successive pieces of writing produced. This model is employed as a framework for understanding, monitoring and influencing changes in practice. Examples are offered from a masters course for practising teachers.

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Section: Introductionmentioning

confidence: 99%