The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry

Parr, Graham; Bulfin, Scott; Diamond, Fleur; Wood, Narelle; Owen, Ceridwen

doi:10.1080/03054985.2019.1667319

Cited by 7 publications

(4 citation statements)

References 40 publications

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“…What follows should be read as an 'essay', an attempt to reflexively engage with IMEN protocols from the standpoint of an English educator in Australia (i.e., Ceridwen's standpoint), as she reflects on her professional practice. In the conversation around writing the essay, we became convinced that we could only begin to understand the specificities of Ceridwen's practice-in Australia in the current moment-by situating that practice within the historical generational changes to which we have just alluded (see also Parr et al, 2020). We will return to the specificities of Ceridwen's current circumstances in the concluding part of this essay.…”

Section: Graham: How Does That Crossing Of Boundaries Work For You?mentioning

confidence: 97%

The value of comparative research in an era of standards-based reforms

Doecke,

Parr,

Owen

2024

L1-ESLL

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The impact of standards-based reforms on the professional practice of English teachers in Anglophone settings has been well documented. Such reforms typically foreground the importance of a particular form of English and standardised formulations of curriculum, pedagogy, and assessment, which facilitate easy measurement and comparisons between educational settings. In Australia, the impact has intensified to such an extent that traditional framings of English teacher practice, which emphasize responsiveness to the cultural and linguistic diversity of students, begin to look like a discourse of a bygone era. From an historical perspective, how has this come about? And what does English teacher practice look like in the current policy environment? Can comparative inquiry into language education, such as has been conducted under the auspices of the International Mother Tongue Education Network (IMEN) over the past four decades, provide intellectual resources to resist relentless pressures towards standardisation and measurement? The collaborative inquiry into the professional practice of one author at the heart of this essay arises out of our attempts to explore the potential of IMEN protocols to render the familiar strange and to see her practice with new eyes. In this way we seek to resist the ways standards-based reforms are radically reshaping the praxis of English educators in Australia.

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Section: Graham: How Does That Crossing Of Boundaries Work For You?mentioning

confidence: 97%

The value of comparative research in an era of standards-based reforms

Doecke,

Parr,

Owen

2024

L1-ESLL

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“…Several Australian studies have considered innovative pedagogic practices to improve writing outcomes through data-driven learning (Crosthwaite, 2020), corpus-based innovations (Truong & Do, 2021), digital resources (Sleeman, 2015) and technology-enhanced academic language support (Smith, 2019b). Several studies provide timely insights into the delivery of EAP during the challenging time of COVID lockdowns (which occurred during the period of review)a time that put considerable strain on the educational sector (Owen et al, 2021;Parr et al, 2021;Pusey & Nanni, 2021). The studies not only have implications for effective pedagogical approaches, but also provide a navigational tool for EAP programs grappling with the unique challenges posed by the pandemic.…”

Section: Teaching and Learning Of Eapmentioning

confidence: 99%

Review of selected research in applied linguistics published in Australia (2015–2022)

Oliver,

Chen,

Dovchin

2024

Lang. Teach.

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This article provides a review of research in applied linguistics published in Australia in the period 2015–2022. Primarily, it is based on articles from Australian publications as material from other sources is more widely available to an international audience. The research has been published in such journals as the Australian Journal of Language and Literacy, Australian Review of Applied Linguistics (ARAL), BABEL, English in Australia, Papers in Language Testing and Assessment and TESOL in Context. Five key areas of research are discussed: First Nations peoples and their multilingualism, language and migration, language testing and assessment, language curricula and pedagogy, and teacher development, and their identity and pedagogical beliefs.

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“…Over the past two decades, critical autobiographical inquiry and teacher narratives have gained ground as a form of research scholarship and assessment in teacher education (Carter, 1993; Parr et al , 2013; Parr et al , 2019). A subset of narrative inquiry methods, critical autobiographical inquiry in teaching and teacher education uses autobiographical accounts of experiences of education to inquire into the ways in which education shapes identity and outlook.…”

Section: Critical Autobiographical Inquirymentioning

confidence: 99%

“…There is also significant work that uses critical autobiographical inquiry and teacher narratives to research and develop insight into English teaching in particular (Doecke et al , 2003; Van de Ven and Doecke, 2011). However, there is relatively little work that uses this approach to inquire into the formation of English teacher educators’ professional identities and practices (Aharonian, 2019; Doecke, 2004, 2014; Parr et al , 2019).…”

Section: Critical Autobiographical Inquirymentioning

confidence: 99%

Cultural memory in English teaching: a critical autobiographical inquiry

Diamond

2020

ETPC

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Purpose Contemporary standards-based reforms to teaching and teacher education are characterised by appeals to technical orientations to teacher professionalism. In addition, the standardisation agenda has targeted literacy education as a focus for interventions. This has highlighted an incongruence between standardised approaches to literacy and pedagogies and practices in subject English that have developed over time, and which represent disciplinary ways of knowing. Design/methodology/approach This paper uses the occasion of the author’s transition from classroom English teacher to teacher educator to inquire into the pedagogies and practices around teaching with texts that form part of her professional identity. The purpose of this study is to introduce cultural memory as an approach to interpreting narratives about educational experience and the development of English pedagogies over time. Findings The paper argues that standards-based reforms tell “official stories” (Malcolm and Zukas, 2009) about teacher professionalism that displace knowledge of past practices and the ethical and intellectual investments they represent. This is characterised by a marked “presentism” (Green and Cormack, 2015) in contemporary education policy. By contrast, critical autobiographical inquiry practised as cultural memory produces situated accounts of the role of professional memory in the on-going “project” (Green 2002/2014) of English teaching. Originality/value The paper presents new work in the area of teacher professional identity drawing on the interdisciplinary methods of cultural memory studies.

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The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry

Cited by 7 publications

References 40 publications

The value of comparative research in an era of standards-based reforms

The value of comparative research in an era of standards-based reforms

Review of selected research in applied linguistics published in Australia (2015–2022)

Cultural memory in English teaching: a critical autobiographical inquiry

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