Genre Changes and Privileged Pedagogic Identity in Teaching Contest Discourse

Genre Changes and Privileged Pedagogic Identity in Teaching Contest Discourse

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  • Author: Ning Liu
  • Publisher:
  • ISBN: 9789811036873
  • Category : Discourse analysis
  • Languages : en
  • Pages : 76


Genre Changes and Privileged Pedagogic Identity in Teaching Contest Discourse

Genre Changes and Privileged Pedagogic Identity in Teaching Contest Discourse

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  • Author: Ning Liu
  • Publisher: Springer
  • ISBN: 9811036861
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 76

This book analyzes how the English as a Second Language (ESL) pedagogic genre has been re-contextualized in the Shanghai Foreign Language Education Press National College English Teaching Contest (SFLEP) for presentation to the contest judges and audience. Departing from prior research on contest discourse, it focuses on the role of teaching contests in re-contextualizing educational practices. Moreover, it addresses the processes of genre blurring and solidification at work in new discourse events. The results presented here serve to frame teaching contest discourse in a fuller contextual configuration and will help contest sponsors, participants, and audience members better understand this popular social event and its relations to real-world teaching practices, while simultaneously helping teachers to understand the relevance of such contest practice. Moreover, the research methods will benefit those linguists who are interested in researching other types of event discourses.


Handbook of Research on Teacher Education

Handbook of Research on Teacher Education

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  • Author: Marilyn Cochran-Smith
  • Publisher: Routledge
  • ISBN: 113561833X
  • Category : Education
  • Languages : en
  • Pages : 1393

Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators. The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then – and continues to be – the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues brings multiple perspectives to bear provides new specificity to topics that have been undifferentiated in the past includes diverse voices in the conversation. The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions: What’s the Point?: The Purposes of Teacher Education What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments Where Should Teachers Be Taught? Settings and Roles in Teacher Education Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention Does Difference Make a Difference? Diversity and Teacher Education How Do People Learn to Teach? Who’s in Charge? Authority in Teacher Education How Do We Know What We Know? Research and Teacher Education What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education. The Association of Teacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org


Dysconscious Racism, Afrocentric Praxis, and Education for Human Freedom: Through the Years I Keep on Toiling

Dysconscious Racism, Afrocentric Praxis, and Education for Human Freedom: Through the Years I Keep on Toiling

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  • Author: Joyce E. King
  • Publisher: Routledge
  • ISBN: 1317509749
  • Category : Education
  • Languages : en
  • Pages : 302

A dynamic leader and visionary teacher/scholar, Joyce E. King has made important contributions to the knowledge base on preparing teachers for diversity, culturally connected teaching and learning, and inclusive transformative leadership for change, often in creative partnership with communities. Dr. King is internationally recognized for her innovative interdisciplinary scholarship, teaching practice, and leadership. Her concept of "dysconscious racism" continues to influence research and practice in education and sociology in the U.S. and in other countries. This volume weaves together ten of her most influential writings and four invited reflections from prominent scholars on the major themes the work addresses. In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces—extracts from books, key articles, salient research findings, major theoretical and/or practical contributions—so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field.


Teacher Identity and the Struggle for Recognition

Teacher Identity and the Struggle for Recognition

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  • Author: Patrick M. Jenlink
  • Publisher: R&L Education
  • ISBN: 1607095769
  • Category : Education
  • Languages : en
  • Pages : 290

Teacher Identity and the Struggle for Recognition examines the nature of identity and recognition as social, cultural, and political constructs. In particular, the contributing authors to the book present discussions of the professional work necessary in teacher preparation programs concerned with preparing teachers for the complexities of teaching in schools that mirror an increasingly diverse society.


Writing and Identity

Writing and Identity

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  • Author: Roz Ivani?
  • Publisher: John Benjamins Publishing
  • ISBN: 9027285519
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 373

Writing is not just about conveying ‘content’ but also about the representation of self. (One of the reasons people find writing difficult is that they do not feel comfortable with the ‘me’ they are portraying in their writing. Academic writing in particular often poses a conflict of identity for students in higher education, because the ‘self’ which is inscribed in academic discourse feels alien to them.) The main claim of this book is that writing is an act of identity in which people align themselves with socio-culturally shaped subject positions, and thereby play their part in reproducing or challenging dominant practices and discourses, and the values, beliefs and interests which they embody. The first part of the book reviews recent understandings of social identity, of the discoursal construction of identity, of literacy and identity, and of issues of identity in research on academic writing. The main part of the book is based on a collaborative research project about writing and identity with mature-age students, providing: • a case study of one writer’s dilemmas over the presentation of self; • a discussion of the way in which writers’ life histories shape their presentation of self in writing; • an interview-based study of issues of ownership, and of accommodation and resistance to conventions for the presentation of self; • linguistic analysis of the ways in which multiple, often contradictory, interests, values, beliefs and practices are inscribed in discourse conventions, which set up a range of possibilities for self-hood for writers. The book ends with implications of the study for research on writing and identity, and for the learning and teaching of academic writing. The book will be of interest to students and researchers in the fields of social identity, literacy, discourse analysis, rhetoric and composition studies, and to all those concerned to understand what is involved in academic writing in order to provide wider access to higher education.


Educational Change Amongst English Language College Teachers in China

Educational Change Amongst English Language College Teachers in China

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  • Author: Yulong Li
  • Publisher: Springer Nature
  • ISBN: 981153053X
  • Category : Education
  • Languages : en
  • Pages : 157

This open access book provides anthropological insights into the arduous yet rewarding journeys involved in selected TESOL teachers’ pedagogical transition to teaching English for Academic Purposes (EAP) at universities in Shanghai, the largest metropolitan area in China. Applying a unique combination of ethnography and phenomenology, the book offers innovative new perspectives on teacher education research. Drawing on the latest language education theory, it outlines a practitioner-friendly approach to EAP literacy. Teacher readers will especially benefit from the case studies presented here, which provide role models for teacher change in educational reform, as well as advice on their academic careers. In addition to addressing a timely and important research gap on EAP teachers in non-Western countries, the book is the ideal choice for readers interested in an update on English education in China.


Social Changes and Yuwen Education in Post-Mao China

Social Changes and Yuwen Education in Post-Mao China

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  • Author: Min Tao
  • Publisher: Routledge
  • ISBN: 042980556X
  • Category : Education
  • Languages : en
  • Pages : 222

Inspired by the author’s observations of the language curriculum as a practising teacher for the past 20 years, this book addresses how the high school Chinese language and literacy (Yuwen) curriculum in China was controlled and directed in the post-Mao era. Examining the social and political domination from 1980 to 2010, the book offers insights into how teachers and schools responded to the top-down curriculum change in their teaching practice. This book discusses some of the most important questions concerning China and its education system: What changes have occurred in the Chinese language and literacy curricula; how and why the changes have occurred; who has been in control of the process and outcome; and what impacts the curriculum changes may bring not only to China but to the international sectors that "export" education and degrees to China and Chinese students. The author provides answers to these questions crucial to both the contemporary Chinese society and the students who come out of that system. This critical inquiry of the Yuwen curriculum and its implementation provides a valuable and timely showcase for understanding the ideology of China's future generation and the social and political transformation in the past three decades. In addition to researchers, this book is expected to have impact on policymakers in China and beyond, where Chinese migrants and international students constitute a substantial learning population.


Equity in Discourse for Mathematics Education

Equity in Discourse for Mathematics Education

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  • Author: Beth Herbel-Eisenmann
  • Publisher: Springer Science & Business Media
  • ISBN: 9400728123
  • Category : Education
  • Languages : en
  • Pages : 271

This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classrooms shape students’ sense of what mathematics is and of what people can do with mathematics. The authors employ multiple perspectives to consider the means for transformative action with respect to increasing opportunities for traditionally marginalized students to form mathematical identities that resonate with their cultural, social, linguistic, and political beings.


Research on Sociocultural Influences on Motivation and Learning - 2nd Volume

Research on Sociocultural Influences on Motivation and Learning - 2nd Volume

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  • Author: Dennis M. McInerney
  • Publisher: IAP
  • ISBN: 1607527847
  • Category : Education
  • Languages : en
  • Pages : 397

This volume covers topics including: translation issues in cross-cultural research; African American teachers for African American students; the social mediation of metacognition; and cross-cultural similarities and differences in affective meaning of achievement.