Relevant bibliographies by topics / Teachers' discourses

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teachers' discourses'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Teachers' discourses"

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Nugraheni, Gracia Vica Ade. "THE EXPERIENCES OF SM3T TEACHERS: CONSTRUCTING TEACHER IDENTITY IN THE BORDERLAND DISCOURSES." LET: Linguistics, Literature and English Teaching Journal 9, no. 1 (June 30, 2019): 88. http://dx.doi.org/10.18592/let.v9i1.3079.

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This study focuses on the experiences of SM3T teachers in constructing teacher identity in the borderland discourses. Teacher identity construction is a dynamic process. One of the aspects constructing teacher identity is borderland discourse. In short, borderland discourse is the intersection between oneself as a personal and as a professional. The participants of this research were five teachers who have experienced SM3T program. SM3T is a program held by the government in Indonesia. It stands for Sarjana Mengajar Terdepan, Terluar, Tertinggal. In order to find out SM3T teachers’ experiences and beliefs about constructing teacher identity in the borderland discourses, the researcher used mixed methods which were combination between quantitative and qualitative. The researcher used close-ended questionnaire and also in-depth interview in order to gather further information.This study aimed to find out the borderland discources faced by the SM3T teachers and the solution to cope them. This study revealed that most of the teachers faced borderland discources during SM3T program.
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Panos, Alexandra, and Jennifer Seelig. "Discourses of the Rural Rust Belt:." Theory & Practice in Rural Education 9, no. 1 (May 30, 2019): 23–43. http://dx.doi.org/10.3776/tpre.2019.v9n1p23-43.

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This article addresses the ways in which elementary teachers in the rural rust belt both reproduce and contest dominant discourses of schooling, rurality, and poverty in their particular local context. Situated within a 4-year postcritical ethnographic study, this analysis of teacher discourse took part during an embedded, 4-month-long teacher study group. Within this context, the authors examine how the group’s discourse on poverty claimed that inequity was the fault of those experiencing it, as well as that a neoliberal discourse of education emphasized a flattened accountability and growth-only perspective within teacher’s professional interactions. However, through the addition of a spatial lens, they also situate these discourses within a particular rural and rust-belt context. This article teases apart the discursive threads within two teacher study groups, revealing the construction by teachers of their own rural, high-poverty communities as deficient, as well as exploring the complexities of the intersections of these discourses for teachers working in such settings. Their analysis contributes to a more robust understanding of the particular intersecting discourses currently circulating and producing a White-majority, high-poverty rural rust belt where children go to school and are taught by educators with their own complex orientations to schooling, rurality, and poverty.
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Sturk, Erika, and Eva Lindgren. "Discourses in Teachers’ Talk about Writing." Written Communication 36, no. 4 (August 27, 2019): 503–37. http://dx.doi.org/10.1177/0741088319862512.

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Views about what writing is and how it should be taught have varied over the years as well as across contexts. Studies of curricula, teaching materials, and teaching practices have shown a strong focus on skills, genres, and processes, but few have asked teachers about their perspectives on writing. In this article we explore what views, or discourses, of writing are currently active among teachers in Swedish compulsory education, covering ages from 7 to 15. Sixty teachers answered a questionnaire with open and closed questions. Using Ivanič’s framework for discourses of writing, the answers were analyzed holistically in order to define what main discourse, or discourses, each teacher represented. Results show that most teachers represent one main discourse, but that a combination of discourses occur, in particular among teachers from the earliest school years (1–3). The most common discourse was the process discourse, followed by genre, creativity, skills, and thinking. None of the teachers represented the social practice or the sociopolitical discourse. The results concur with findings from studies of curricula, teaching materials, and teaching practices both in Sweden and globally and are discussed in relation to what literacy skills may be necessary in the 21st century in order to participate in social and political life.
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Tan, Mei Ying. "Discourses and Discursive Identities of Teachers Working as University-Based Teacher Educators in Singapore." Journal of Teacher Education 72, no. 1 (January 6, 2020): 100–112. http://dx.doi.org/10.1177/0022487119896777.

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This study made explicit the discourses of 10 teachers working as university-based teacher educators in Singapore to understand their enacted identities. It framed identity as discursive, constructed through language and talk. Interview data were analyzed using descriptive discourse analysis tools, with critical discourse analysis influencing the process. The discourses are as follows: (a) The value of seconded teachers is located firmly within schools, with practice and practitioner elevated above theory and academics; (b) teaching is the core role of seconded teachers, and discourses about learning, development, and research are weak; and (c) an individualistic framing situates the locus of change on teacher-practitioners. Hybrid spaces that bring theory and practice together are discursive spaces. Both the strengths and limitations of existing discursive identities need to be acknowledged, and multifaceted and complex practitioner identities explored. This article contributes to the integration of practitioners into the wider community of teacher educators in the university.
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Larsson, Johanna, John Airey, Anna T. Danielsson, and Eva Lundqvist. "A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators." Research in Science Education 50, no. 6 (November 14, 2018): 2559–85. http://dx.doi.org/10.1007/s11165-018-9793-9.

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AbstractThis article reports the results of an empirical study exploring the discourses of physics teacher educators. We ask how the expressed understandings of a physics teacher education programme in the talk of teacher educators potentially support the identity construction of new teachers. Nine teacher educators from different sections of a physics teacher programme in Sweden were interviewed. The concept of discourse models was used to operationalise how the discourses of the teacher education programme potentially enable the performance of different physics teacher identities. The analysis resulted in the construction of four discourse models that could be seen to be both enabling and limiting the kinds of identity performances trainee physics teachers can enact. Knowledge of the models thus potentially empowers trainee physics teachers to understand the different goals of their educational programme and from there make informed choices about their own particular approach to becoming a professional physics teacher. We also suggest that for teacher educators, knowledge of the discourse models could facilitate making conscious, informed decisions about their own teaching practice.
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Chamberlain, Rachel, Peter C. Scales, and Jenna Sethi. "Competing discourses of power in teachers’ stories of challenging relationships with students." Power and Education 12, no. 2 (June 18, 2020): 139–56. http://dx.doi.org/10.1177/1757743820931118.

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Student–teacher relationships have been largely explored in literature from the perspective of successful relationships, i.e., what constitutes a successful relationship and how teachers build them. However, in moments of student defiance, resistance or pushback, how do teachers react? When teachers recount such moments, is the narrative one describing the teacher’s attempt to maintain authority and order, or do teachers provide a different narrative when recounting how they dealt with these difficult moments with students? This study seeks to identify narratives of power in teachers’ discourse within their stories about challenges in their relationships with students. Challenging relationships among teachers and students can stem from a struggle with power. Findings from the study examine how teachers use discourse to position themselves and their students within structures of power when reflecting on difficult or challenging relationships with students. The stories in this study contain some evidence of students’ resistance in refusing to meet teachers’ expectations or by pushing back on a teacher’s behaviour. Yet, teachers struggled to balance their authority and share power with students to negotiate a solution.
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Beneke, Margaret R., and Gregory A. Cheatham. "Race talk in preschool classrooms: Academic readiness and participation during shared-book reading." Journal of Early Childhood Literacy 19, no. 1 (June 8, 2017): 107–33. http://dx.doi.org/10.1177/1468798417712339.

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Reading literature to engage young children in critical discussions about race – and how it impacts their daily lives – is a promising practice. This study examined how two teachers and eight young children talked about skin colour as they read books about racial diversity, and the extent to which participation structures and conversational topics influenced how teachers and children constructed, resisted, and/or reproduced discourses of race and racial injustice during shared-book readings. We draw on critical perspectives on classroom discourse to understand the identities (i.e. teacher and learner) and discourses (i.e. early childhood literacy) that the children and teachers co-constructed. We suggest that teachers used shared-book reading time to enact a discourse of literacy readiness and treated the activity as an opportunity to teach academic skills (e.g. classification and colour vocabulary) through teacher recitation. During these shared-book reading experiences, we argue that teachers and children constructed skin colour as politically neutral, without acknowledging the word ‘race’ or its deeply embedded meanings in the U.S. Based on this analysis, we discuss implications for teacher educators in terms of critical literacy practice in early childhood.
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Svendsen, Annemari Munk, and Jesper Tinggaard Svendsen. "Contesting discourses about physical education." European Physical Education Review 23, no. 4 (July 12, 2016): 480–98. http://dx.doi.org/10.1177/1356336x16657279.

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This article investigates and problematises how contesting discourses about Physical Education (PE) as a school subject are immersed within textbooks used in Physical Education Teacher Education (PETE) in Denmark. The paper considers PETE textbooks as powerful documents that construct and maintain discourses about PE, and at the same time as central texts for the reading of such discourses. Fairclough’s and Foucault’s notions of discourse and discourse analysis are applied to identify dominant patterns in those 20 textbooks that are most used in PETE in Denmark. The findings reveal three different discourses that represent contesting philosophies about the value and practice of PE. These are termed: (1) Developing the potential for sport, (2) Basis for creative sensing and (3) Being part of a cultural ballast. The paper analyses these three discourses critically and concludes that PETE textbooks are deeply involved in the (re)construction, struggling and ‘working’ of classical discourses in PE. The discussion deals with the way that PETE textbooks comprise powerful documents that through their recurrent use of high modality are unequivocal in their suggestions for PE practices, and how pre-service teachers in this way are exposed to antagonistic discourses in PETE textbooks. We suggest that PETE teachers may use textbook analysis in the educational programme as a tool for reflection upon the working of discourses in PE in general and for discussing central ideological dilemmas in PE.
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Morales, Joanelle, and Nick Bardo. "Narratives of Racial Reckoning: Oppression, Resistance, and Inspiration in English Classrooms." Journal of Culture and Values in Education 3, no. 2 (December 22, 2020): 138–57. http://dx.doi.org/10.46303/jcve.2020.17.

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This narrative inquiry traces the experiences of five racially and ethnically diverse English Language Arts teachers as they move from their university coursework in a teacher education program to their student teaching and then into their first years teaching in a large urban school district in the Southeast. Through narrative inquiry, these teachers describe how language was/is used as a tool of racial oppression in their professional lives, how language served as resistance to racist discourses in their classrooms, and furthermore how language functioned to inspire through the disruption of racist discourse. These narratives illuminate the intersections of race, ethnicity, language, education, and power and how teachers can both disrupt and sustain canonical narratives and discourses.
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Méndez Rivera, Pilar. "Discourse: Space for the constitution of the subject." Colombian Applied Linguistics Journal 14, no. 1 (June 14, 2012): 180. http://dx.doi.org/10.14483/22487085.3828.

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Discourse has been pointed as a site of struggle for power. However, when analyzing the teachers’ discourse of resistance to educationalreforms has been privileged an orientation that prescribes discourse-power relations to mere relations of protest and opposition. This paperexplores the relationship between subject, discourse and power in the Foucaultian perspective to make clear a relationdiscourse-power that enables the teacher to constitute himself as subject for practices of self-knowledge. As a context for theanalysis of these relationships is used the speeches of teachers organized in the FECODE against educational reformaround evaluation of learning and students promotion in Colombia, Decree 1290 of 2009, to identify ways of subjectconstitution, forms of resistance and delegitimation, revealing relationships between the state’s reform discourse andthe collective subject teacher’s anti discourse. In this setting is important to note how discourses become spaces for theconstruction of subjectivities. Particularly, I am interested in analyzing the speeches of FECODE to analyze knowledgepower-resistance as a way teachers think of themselves collective subject of actions and knowledge to fight for their field ofknowledge: evaluation of learning.
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Dissertations / Theses on the topic "Teachers' discourses"

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Flynn, Judith Margaret. "Teachers' pedagogic discourses around bilingual children : encounters with difference." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/617161/.

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This thesis seeks to open up a professional context in relation to practice around teaching bilingual children to seek further insights for myself and other educational professionals. It can be argued that the only differences between bilingual or monolingual children are those of linguistic and cultural repertoire. Therefore understandings were sought about how these differences were understood within education. This qualitative study loosely adopted a grounded theory approach, involving note taking and observations within a large multi ethnic primary school in the North West of England where the large majority of children were developing their English as an additional language. To gain further insights into the basis of educational practice, six primary school teachers were interviewed in relation to their teaching of bilingual children. The researcher also reflexively engaged with the inquiry throughout so that there was a relational engagement with the data and knowledge construction. The usefulness of Foucauldian insights into power being dispersed and embedded in discourse became evident and this was explored within the teachers’ discourses using generative rather than reductive theorising. It was realised that language was integral to the social construction of any perceived reality around bilingual children. The study became to centre upon discursive contexts and the social, political and historical aspects that were implied. Within these contexts I was able to situate my own professional experience alongside those of the teachers in a critical exploration of practice. The emergence of the themes of invisibility and inaudibility of the languages of bilingual children became evident in the school discourses. Within a further level of poststructural analysis, Ricoeur’s wider and philosophical understandings of language together with Rancière’s insightful link of sensory perception to politics, leads to a new interpretation. This is one that depicts how perceptions of those involved in education may coalesce to avoid genuine linguistic and cultural encounters within school and education. It is suggested that many perceptions are upheld by questionable assumptions. These assumptions include notions such as language separation which are inscribed within narrow curricula with limited educational aims. The thesis concludes by indicating that a broader social acceptance is consequent upon meaningful linguistic and cultural encounters within the school experience, including special educational contexts, which seek to help children to translate (in a philosophical sense) their home and school identities. Innovative use of theory supports a reappraisal of pedagogy around bilingual learners that seeks to reconnect professionals to a research-based pedagogy that perceives children in local, national and international contexts.
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Chan, Anita Kit-wa. "Gendering primary teachers : discourses, practices and identities in Hong Kong." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364552.

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Alharbi, Rabab. "Attention Deficit Hyperactivity Disorder (ADHD) Discourses in Saudi Arabia." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38172.

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ADHD is the most commonly diagnosed neurobehavioral disorder among children. While ADHD in Western countries has long been recognized and increasingly diagnosed in recent years, there is a growing recognition of this disorder as a significant cross-cultural phenomenon. Saudi studies to date vary in their estimation of prevalence of ADHD, with overall prevalence estimated to be between 3.5% and 6.5%, while the worldwide prevalence of ADHD is 5.29%.This study is a thesis by three articles. The first article examines the representations of ADHD by the Saudi ADHD Society members on Twitter because, as the only charity serving people with ADHD in Saudi Arabia, they have come to define how ADHD is talked about there. The Society’s Twitter account (@adhdarabia) has over 13,500 followers. Tweets posted between December 1st, 2016 and January 31st, 2017 were collected, with those announcing events and retweets from other accounts eliminated. This resulted in 141 tweets discussing the nature, causation, and treatment of ADHD. The content of these tweets was analyzed using Foucauldian discourse analysis. Findings reveal that the Society’s Twitter account shows members constructing ADHD as an experience of suffering; their comments position children with ADHD as sufferers, often subject to additional problems. An alternative discursive construction of ADHD is that caring for a child with ADHD is a ‘different’ kind of responsibility for parents and teachers, who must be advised by ‘experts’. The implications of these discourses are discussed in this paper.The second article uncovers the lived experience of parents with a child who has had an ADHD diagnosis in Saudi Arabia, and examines how their experiences can be understood in relation to the multiple and competing discourses of ADHD that frame their daily lives. Which discourses do parents draw upon – and reinforce – as they describe their experiences of ADHD, and which discourses do they resist? This study carried out in-depth interviews with seven Saudi parents who have at least one child diagnosed with ADHD, or any of its subtypes, between the ages of two and 11. Foucauldian discourse analysis (FDA) is applied in analyzing parental ADHD discourses, uncovering how these parents made sense of ADHD pre- and post-diagnosis. Four main discourses emerged in the process: ADHD as normal behavior (pre-diagnosis), and ADHD as emerging from supernatural/religious, medical, and social environment contexts (post-diagnosis). This paper also emphasises that the causes of ADHD must be considered in the wider context of misconceptions and uncertainty among Saudi parents. All the participants in this research were influenced by a combination of discourses in their attempts to make sense of their children’s symptoms.The third article explores the discourses drawn upon, reinforced and resisted by six Saudi teachers and four clinicians as they describe their experiences and understanding of ADHD. Saudi clinicians approach ADHD as an extension of American medical views in terms of its causes, diagnosis and treatment. Alarmingly, in light of the shortage of recommended ADHD medications, there are accounts of antipsychotic medications being prescribed for children. Saudi teachers’ views of ADHD were an extension of the medical discourse; this meant that students’ strengths were ignored and the focus was entirely on negative behavioral patterns. Despite a tendency to attribute ADHD to genetics, teachers objectified students who ‘acted out’ as having ADHD or even other disorders (when the child’s behavior or symptoms diverged from their limited understanding of ADHD). Parents who do not comply with teachers’ suggestions are blamed for any lack of improvement in the child’s behavior or academic attainment. Teachers’ accounts also revealed some serious pressures on them as a result of large class sizes and a lack of training in how to teach and manage students with ADHD. These findings have implications for individuals and institutions providing ADHD education to both doctors and teachers, and reinforce calls for researchers to examine ADHD outside of the genetic ‘box’.
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Brooker, Ross Alfred. "Teachers' curriculum discourses in the implementation of a key learning area syllabus /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16493.pdf.

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MENEZES, DANIELLE DE ALMEIDA. "DISCOURSES ON LITERATURE IN ENGLISH: PERCEPTIONS AND PEDAGOGICAL PRACTICE OF UNIVERSITY TEACHERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16092@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
A presente tese analisa o discurso de professores universitários de literaturas em língua inglesa, com diferentes perfis profissionais, a fim de: (1) revelar como definem literatura, (2) identificar a função das escolhas linguísticas que caracterizam seu discurso sobre literatura e ensino, e (3) descrever de que maneira constroem discursivamente sua prática. Para tanto, o arcabouço teórico recorre às áreas de Literatura e de Linguística. Na primeira, são discutidas três formas de se abordar o fenômeno literário: o viés artístico (Castro, 1996; Todorov, 2009), o viés psicanalítico (Vygotsky, 1999 [1925]; Eagleton, 1997) e o viés empírico (Schmidt, 1982). Em seguida, é apresentado um breve panorama histórico acerca da complexa organização dos cursos de Letras no ensino superior (Sá Campos, 1987) e discutem-se também questões relacionadas ao ensino de literaturas de língua inglesa no Brasil (Izarra, 1999; Jordão, 2001a; Zyngier, 2003). No âmbito linguístico, recorre-se às noções de linguagem e discurso, em uma perspectiva dialógico-sistêmico-funcional, bem como a uma visão de análise do discurso enquanto atividade multidisciplinar a fim de direcionar a análise de dados (Bakhtin, 1979 [1930]; 2006 [1979]; Chouliardak e Fairclough, 2001; Fairclough, 2001; Halliday e Hasan, 1989; Halliday, 1994). Os dados para a presente pesquisa foram gerados a partir de entrevistas semi-estruturadas com dez professores de instituições de ensino superior, públicas e privadas, localizadas em diferentes partes da cidade do Rio de Janeiro. A partir da adoção de uma abordagem qualitativa e do auxílio de ferramentas da Linguística de Corpus (Biber, Conrad e Reppen, 1998; Oliveira, 2009), a análise dos dados foi desenvolvida em três partes. Na primeira, busca-se categorizar as percepções de literatura apresentadas pelos participantes; na segunda, tendo por base as palavras-chave geradas pelo WordSmith Tools (Scott, 1999) para cada entrevista, são identificadas dimensões que caracterizam o discurso docente; e, na terceira, são discutidas as práticas pedagógicas dos participantes assim como relatadas nas entrevistas. Em relação às visões de literatura, os resultados revelam que os participantes apresentam entendimentos variados, que são aqui agrupados em três macrocategorias principais: identificação, composição e finalidade. A análise das palavras-chave indica que o discurso sobre literatura e ensino dos dez participantes se organiza em cinco dimensões, a saber: ontológica, metodológica, institucional, cognitiva e sócio-histórica, a maior parte das quais tende a privilegiar questões relacionadas ao ensino do que à discussão teórica sobre literatura. Por fim, as práticas pedagógicas reportadas pelos participantes da pesquisa tendem a ser descritas em três diferentes níveis, que vão do autoritarismo e controle ideológico à autonomia discente, incluindo uma atitude intermediária. Em termos da escolha da língua a ser utilizada nas salas de aula de literatura, o estudo revela uma complexa variação entre instituições de ensino públicas e particulares, em que as primeiras são consideradas melhores por alguns participantes. Entre as implicações desse estudo para o conhecimento científico, aponta-se a real necessidade de se investigar questões relacionadas à sala de aula de literatura, seguindo uma tradição já amplamente praticada por professores de língua (cf. Rajagopalan, 2001a; Rajagopalan, 2001b; Grigoletto, 2001; Keys, 2001; Jorge, 2001; Jordão, 2004; Paiva, 2005a; Gieve e Miller, 2006; Miccoli, 2007). Adicionalmente, no campo aplicado, essa tese revela a necessidade latente de fomentar uma abordagem crítico-reflexiva no ensino de literaturas de língua inglesa, que seja capaz de contribuir efetivamente para a formação de indivíduos autônomos.
The present thesis analyzes the discourse of university teachers of literature in English, with different institutional profiles, in order to: (1) uncover how they define literature, (2) identify the function of the linguistic choices which characterize their discourse about literature and teaching, and (3) describe how they discursively build their teaching practice. To this end, the theoretical background resorts to the areas of Literature and Linguistics. As regards the former, three different ways of explaining the literary phenomenon are discussed: the artistic (Castro, 1996; Todorov, 2009), the psychoanalytic (Vygotsky, 1999 [1925]; Eagleton, 1997), and the empirical (Schmidt, 1982). Then, the research goes on to present a brief historical view of the complex organization of language and literature courses in higher-education level (Sá Campos, 1987), and to discuss issues related to the teaching of literature in English in Brazil (Izarra, 1999; Jordão, 2001a; Zyngier, 2003). As far as Linguistics is concerned, the study adopts the notions of language and discourse, from a dialogic and systemicfunctional perspective, as well as the view of discourse analysis as a multidisciplinary activity in order to guide the data analysis (Bakhtin, 1979 [1930]; 2006 [1979]; Chouliardak e Fairclough, 2001; Fairclough, 2001; Halliday e Hasan, 1989; Halliday, 1994). The data for the present research were generated by means of semi-structured interviews with ten university teachers of public and private institutions from different districts in the city of Rio de Janeiro. Adopting a qualitative approach and the support of corpus-linguistic tools (Biber, Conrad e Reppen, 1998; Oliveira, 2009), data analysis was developed in three stages. The first one aims at categorizing the different perceptions of literature expressed by the participants. The second, based on the keywords generated by WordSmith Tools (Scott, 1999) for each interview, identifies the dimensions which characterize these teachers’ discourse. The third stage categorizes and discusses the participants’ pedagogical practices as reported in the interviews. In relation to the views of literature, the results show that the participants have varied understandings of literature, which are grouped here into three main macrocategories: identification, composition and purpose. The keyword analysis indicates that the ten participants’ discourse about literature and teaching varies along five dimensions: ontological, methodological, institutional, cognitive and socio-historical, most of which favor issues associated to teaching rather than to a theoretical discussion on literature. Finally, the pedagogical practices reported by the participants tend to be described into three different levels, which range from authoritarianism and ideological control to student autonomy, allowing for some intermediary stance. In relation to the choice of the language used in literature classes, the study shows that there is a complex variation between public and private higher education institutions. Among the implications of this study to scientific knowledge is the real need to investigate issues related to the literature classroom, following a tradition which is commonly implemented by language teachers (cf. Rajagopalan, 2001a; Rajagopalan, 2001b; Grigoletto, 2001; Keys, 2001; Jorge, 2001; Jordão, 2004; Paiva, 2005a; Gieve e Miller, 2006; Miccoli, 2007). Furthermore, in the applied field, this thesis reveals the latent need to promote a critical and reflective approach to the teaching of literature in English, which will effectively contribute to the education of autonomous individuals.
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Donnison, Sharn, and n/a. "Discourses for the New Millennium: Exploring the Cultural Models of 'Y Generation' Preservice Teachers." Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061012.154401.

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This thesis examines the cultural models and discourses that a group of aspiring, primary school teachers in South-East Queensland employed to explain their current world and describe the likely development of their own careers and lives. Thirteen males and fifty-seven females, aged between 15 and 25, were involved in the study. All participants had expressed an interest in preservice teacher training with 77 percent of the cohort currently enrolled in a teacher-training program in the South-East region of Queensland, Australia. This study adopted a multi-method approach to data collection and included informal interviews, scenario planning workshops, focus groups, and a telephone survey. Initial pilot studies, incorporating informal interviews, preceded scenario planning workshops. Four males and eleven females were involved in six scenario planning groups. The scenario planning format, based upon Schwartz (1991), followed a seven-step approach whereby participants formulated and evaluated four possible future scenarios for Australia. These formed the stimulus material for the second stage of the study where thirteen focus groups critically analysed the scenario planning data. Interpretation of the data was underpinned by a framework based on an amalgamation of Gee's (1999) theoretical concepts of acts of meaning, cultural models, and Discourses and Bernstein's (1996) theoretical concepts of classification, framing, and realisation and recognition rules. The respondents exhibited five pre-eminent Discourses. These were a Technologies Discourse, Educational Discourse, Success Discourse, Voyeuristic Discourse, and an Oppositional Discourse. The group's Technologies Discourse was pervasive and influenced their future predictions for Australian society, themselves, and education and was expressed in both positive and negative terms. The respondents spoke of their current and future relationship to technologies in positive terms while they spoke of society's future relationship to technologies in negative terms. Their reactions to technologies were appropriated from two specific cultural resources. In the first instance this appears to be from their personal positive interactions with technologies. In the second instance the group have drawn from Science Fiction Discourses to predict malevolent and controlling technologies of the future. The respondents' Technologies Discourse is also evident in their Educational Discourse. They predict that their future classrooms will be more technological and that they, as teaching professionals, will be technologically literate and proficient. Their past experiences with education and schooling systems has also influenced their Educational Discourse and led them to assume, paradoxically, that while the process of education is and will continue to be a force for change, schools will not evidence a great deal of change in the coming years. The respondents were optimistic and confident about themselves, their current interactions with technologies, their future lives, and their future careers. These dispositions formed part of their Success Discourse and manifested as heroism, idealism, and a belief in utopian personal futures. The respondents' Voyeuristic Discourse assumed limited social engagement and a limited ability to accept responsibility for the past, present, and future. The respondents had adopted an 'onlooker' approach to society. This aspect of their Discourse appeared to be mutable and showed signs of tempering as the respondents matured and became more involved in their teaching careers. Finally, the respondents' Oppositional Discourse clearly delineated between themselves and 'others'. They were users of technologies, teachers, good people, young, privileged, white, Australian, and urban dwelling while 'others' were controllers of technologies, learners, bad people, older or younger, non-privileged, non-Australian, and country dwelling. Current reforms introduced by Education Queensland have stressed the need for a new approach to new times, new economies, and new workplaces. This involves having a capacity to envisage new forms, new structures, and new relationships. 'New times' teaching professionals are change agents who are socially critical, socially responsible, risk takers, able to negotiate a constantly changing knowledge-rich society, flexible, creative, innovative, reflexive, and collaborative (Sachs, 2003). The respondents in this study did not appear to be change agents or future activist teaching professionals (Sachs, 2003). Rather, they were inclined towards reproducing historical, traditional, and conservative social and professional roles as well as practices, and maintaining a safe distance from social and environmental responsibility. Essentially, the group had responded to a period of rapid social and cultural change by placing themselves outside of change forces. Successful educational reform and implementation, such as that being proposed by Education Queensland (2000), demands that all interested stakeholders share a common vision (Fullan, 1993). The respondents' Discourses indicated that they did not exhibit a futures vision beyond their immediate selves. This limited vision was at odds with that being espoused by Education Queensland (2000). This body recognises the importance of being able to envisage, develop, and sustain preferable futures visions and have developed futures oriented curricula with this in mind. Such curricula are said to respond to the changing needs of today's and tomorrow's society by having problem solving and the concept of lifelong learning at the core. The future towards which the respondents aspire is one where lifelong learning and problem solving have little significance beyond their need to stay current with evolving technologies. In reflecting on the respondents' viewpoints and the range of Discourses that they draw upon to accommodate their changing world, I propose a number of recommendations for policy makers and educators. It is recommended that preservice teacher training institutions take up the challenge of equipping future teachers with the skills, knowledges, and dispositions needed to be responsible, reflective, and proactive educators who are able to envisage and work towards preferable visions of schooling and society. Ideally, this could occur through mandatory Futures Studies courses. Currently, Futures Studies courses are not seen as an essential area of study within education degrees and as such preservice teachers are given little opportunity to engage with futures concepts, knowledges, or skills. The success of the scenario planning approach in this thesis and the richness of the issues raised through interactive engagement in imagining possible futures, suggests that all citizens, but particularly teachers, need to enlighten their imaginations more often through such processes.
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Chappell, Clive. "The policies and discourses of vocational education and training and their impact on the information of teacher's identities /." Electronic version, 1999. http://adt.lib.uts.edu.au/public/adt-NTSM20041011.162445/index.html.

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Lightman, Timohty. "Power/knowledge in an age of reform| General education teachers and discourses of disability." Thesis, Teachers College, Columbia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666801.

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In this qualitative study, comprised of interviews and observations, I explore how discourses of disability circulating within the epistemologies and practices of four general education teachers at two different public elementary schools. Utilizing a Foucauldian lens, I am particularly interested in how these teachers responded to the power/knowledge claims asserted through the dominant medicalized discourse of disability institutionally employed and deployed through special education and the public school system writ large. Moreover, I have looked for acts of resistance, or in the parlance of Foucault (1983), "modes of action," recognizing that the formation of resistance is both a precondition and consequence of the exercising of power, and that power is the medium through which social change occurs.

In one of the schools, Taft, I encountered a school culture in which the institutional and discursive authority of special education and a medicalized discourse appeared deeply entrenched in the school culture encasing teachers, administrators and children within a network of power relations. This network discursively produced children identified with disabilities as unable to learn in general education classrooms, and general education teachers as unable to teach all children. Within this environment, opportunities for interrogation and resistance were nullified. In the other school, Bedford, I encountered a school culture in which the institutional and discursive authority of special education and a medicalized discourse appeared diminished, absent the institutional authority of special education. In its stead, appeared an internal bureaucratic discourse of assessment and accountability, concerned primarily with issues of compliance. With instruction and classroom management discursively organized, teachers were produced as officers of compliance, mobilized as agents in the discursive production of docile and compliant children.

Yet, with a weak administration and in the absence of an institutionalized special education apparatus within the school, I posit that at Bedford a localized alternative discourse circulated within the school, and that opportunities for interrogation and resistance arose in particular classrooms, with particular teachers, and in particular moments of time. However, despite an apparent disassociation from a medicalized discourse at Bedford, escaping the underlying assumptions of the medicalized discourse proved unreachable, if not impossible, and it continued to shape classroom teachers, and their notions of disability and inclusion as well as their perceptions and interactions with special education.

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Omar, Yunus. "Discourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysis." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7410.

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This study seeks to identify discourses of professionalism and the production of Teachers' professional identity in the South African Council for Educators (SACE) Act of 2000. These identifies are located in the context of their social impact on, and in the actualisalion of the political roles of teachers in post-apartheid South Africa. Central to the study is the conceptualisation that discourses coiistruct identities. The research methodology is derived from Ian Parker's approach to discourse analysis, which is premised to an extent on post-structruralist thought. The author summarises Parker's 'steps' to effect a discourse analysis, and constructs a set of five analytic tools with which no analyse the SACE Act of2000. The study's main finding is that two discursive frames constitute the roles of the post-apartheid teacher in South Africa. The first is a bureaucratic discourse of marketisation that defines a role for teachers in preparing students for participation in a global market economy. A second discourse which is identified in the study is a democratic professional discourse, which delineates a critical, independent professional role for teachers. The study suggests that the two teacher identities are in tension. The two identities are complex and are simultaneously constructed and actualised.
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Galitis, Ingrid. "A case study of gifted education in an Australian primary school : teacher attitudes, professional discourses and gender /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5260.

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This thesis investigates the professional knowledge and views about gifted education held by teachers working in a suburban primary school in Melbourne, Australia. Examining discourses of giftedness and intelligence, it adopts a case study approach to explore teachers’ gendered understanding of these concepts four years after they undertook a program of professional development in gifted education during the late 1990s. The analysis of the case study is located in relation to historical as well as current policy and professional debates regarding the education of gifted children, and the context of broader contemporary educational reforms. During the 1990s, much educational reform in Australia, as elsewhere, was characterised by neo-liberal practices of devolution, and a greater emphasis on individual accountability that altered school management structures and directed curriculum practices towards a focus on outcomes-based education. The increasing scrutiny of teaching and learning became normalised as both teachers and students were regularly monitored and measured. Within the prevailing political and educational landscape, Victoria’s first gifted education policy was introduced in May 1995.
The study examined how teachers negotiated educational reforms and policy initiatives during a time of significant change and translated them into their own professional common sense and working knowledge. A qualitative methodology is adopted, and the research design encompasses close analysis of teachers’ narratives and content analysis of school policies and programs as well as informal and formal documentation and reports. Examination of the case study material is informed by a feminist approach and concern with practices of gender differentiation and inequality in education; the analysis is also influenced by key poststructuralist concepts of “discourses”, “regimes of truth” and “normalisation” drawn from the work of the French philosopher Michel Foucault.
Three main lines of analysis are developed. First, I examine current meanings of, and discourses on, gifted education and their historical antecedents. I argue that gifted education practices emanate from modernist practices and that the constructs of intelligence and giftedness were enthusiastically adopted as technological tools to regulate and classify populations. I further argue that understanding these earlier views on intelligence and the “gifted child” remains important as these continue, often unwittingly, to infiltrate and shape teachers’ attitudes and knowledge, as well as the “regimes of truth” expressed in policy and professional discourses. Second, I propose that a deeply entrenched Australian egalitarian ethos has affected teachers’ views and practices, influencing how they navigate the field of gifted education, typically characterised as an elite form of educational provision. In some cases, this produces ambivalence about the value of gifted education, leading to educational practices that are at odds with gifted educational practices recommended by research. I argue that the program of gifted professional development did not alter deeply entrenched beliefs about gifted education, with teachers claiming personal experience and working knowledge as the crux to recognising and catering for difference. Third, I examine the socially gendered dimensions of these entrenched views and their impact on highly able girls. I argue that for teachers, the norm of the gifted child is gendered. Whilst girls can be bright or clever or smart, the idealised gifted child is more likely to be male.
This thesis offers an in-depth examination of the micro-practices of one school as it strives for excellence. It contributes insights into the impact of “topdown” policy and professional development on teachers’ working knowledge and professional practice. This study shows that while the imposed educational policies and gifted education programs provided information for teachers, they did not alter teachers’ fundamental belief systems, professional knowledge or gender differentiating teaching practices.
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Books on the topic "Teachers' discourses"

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Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, N.J: L. Erlbaum Associates, 2006.

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Teachers, discourses, and authority in the postmodern composition classroom. Albany: State University of New York Press, 1996.

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The good teacher: Dominant discourses in teaching and teacher education. London: RoutledgeFalmer, 2004.

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Strain, Margaret M. Principles & practices: Discourses for the vertical curriculum. New York: Hampton Press, 2012.

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Westburg, John Edward. The stone of Sisyphus: Critical discourses on American education practices, 1947-1988. Fennimore, Wis: Westburg Associates Publishers, 1989.

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Textuality as striptease: The discourses of intimacy in David Lodge's Changing places and Small world. Frankfurt am Main: P. Lang, 2002.

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Discourse analysis for language teachers. Cambridge: Cambridge University Press, 1991.

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Global academe: Engaging intellectual discourse. New York, NY: Palgrave Macmillan, 2012.

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Kramp, Mary Kay. Narrative, self-assessment, and reflective learners and teachers. [Knoxville, Tenn.]: Learning Research Center, University of Tennessee, 1992.

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Teachers as learners: Critical discourse on challenges and opportunities. Dordrecht: Springer, 2010.

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Book chapters on the topic "Teachers' discourses"

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Orland-Barak, Lily. "Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice." In Teachers as Learners, 179–98. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_9.

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Chojnicka, Joanna, and Łukasz Pakuła. "Polish LGBT Teachers Talking Sexuality: Glocalized Discourses." In Linguistic Perspectives on Sexuality in Education, 275–313. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64030-9_10.

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Esch, Edith. "Epistemic Injustice and the Power to Define: Interviewing Cameroonian Primary School Teachers about Language Education." In Discourses of Deficit, 235–55. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230299023_13.

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Bricker, Patricia, Emily Jackson, and Russell Binkley. "Building Teacher Leaders and Sustaining Local Communities Through a Collaborative Farm to School Education Project—What EcoJustice Work Can PreService Teachers Do?" In Environmental Discourses in Science Education, 83–97. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11608-2_6.

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Gericke, Niklas, Lihong Huang, Marie-Christine Knippels, Andri Christodoulou, Frans Van Dam, and Slaven Gasparovic. "Environmental Citizenship in Secondary Formal Education: The Importance of Curriculum and Subject Teachers." In Environmental Discourses in Science Education, 193–212. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-20249-1_13.

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Peters, Michael A., and Benjamin Jonathan Green. "Discourses of Teacher Quality: Neoliberalism, Public Choice and Governmentality." In Envisioning Teaching and Learning of Teachers for Excellence and Equity in Education, 155–70. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2802-3_10.

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Biza, Irene, Elena Nardi, and Theodossios Zachariades. "Competences of Mathematics Teachers in Diagnosing Teaching Situations and Offering Feedback to Students: Specificity, Consistency and Reification of Pedagogical and Mathematical Discourses." In Diagnostic Competence of Mathematics Teachers, 55–78. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66327-2_3.

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Solomon, R. Patrick, and Beverly-Jean M. Daniel. "Discourses on Race and “White Privilege” in the Next Generation of Teachers." In Transgressions, 193–204. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-869-5_23.

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Brown, Laurinda, and Brent Davis. "Using the Discourses of Learning in Education Mapping to Analyse Research into Mathematics Teacher Education and Professional Development." In Professional Development and Knowledge of Mathematics Teachers, 124–44. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: New perspectives on research in mathematics education-ERME series: Routledge, 2020. http://dx.doi.org/10.4324/9781003008460-8.

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Fernández-Fernández, Daniel. "Voices, Subjectivities and Desires. Costa Rican Secondary Teachers’ and Students’ Discourses About Sexual Diversity." In Queer Epistemologies in Education, 179–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50305-5_11.

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Conference papers on the topic "Teachers' discourses"

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Shapir, Barbara, Teresa Lewin, and Samar Aldinah. "LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end031.

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The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.
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Brites, Maria José. ""WE DON'T KNOW HOW TO WORK WITH THE MEDIA OR DEVELOP IT WITH STUDENTS": DISCOURSES AND FEARS FROM THE TEACHERS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1275.

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Doctors, Steven. "Historical Problematics of the collaborative Divide." In 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.3.

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Collaboration is ubiquitous as a signifier of collective action in the contemporary discourse on inter- and trans-disciplinary practices. While this undoubtedly foregrounds the collective nature of architectural production — that is, architects do not produce buildings in isolation — in a quest to optimize such practices, the discourse tends to overlook historical problematics of collaboration relative to architectural identity and authority. In this paper, I examine these problematics as a framework for critically assessing the twenty-first century re-emergence of collaboration as a technologically-driven practice.
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Jeannotte, Doris, Stéphanie Sampson, and Sarah Dufour. "Elementary teachers’ discourse about mathematical reasoning." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-126.

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Kazantseva, Elena, Fluza Fatkullina, and Elvira Valiakhmetova. "Lingvoecology of classroom discourse: student discourse practices and teacher perceptions." In Proceedings of the 1st International Scientific Practical Conference "The Individual and Society in the Modern Geopolitical Environment" (ISMGE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ismge-19.2019.62.

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Jensen, Emily, Meghan Dale, Patrick J. Donnelly, Cathlyn Stone, Sean Kelly, Amanda Godley, and Sidney K. D'Mello. "Toward Automated Feedback on Teacher Discourse to Enhance Teacher Learning." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376418.

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GAO, Fen. "The Contrastive Analysis of the Classroom Discourse Between Novice Teachers and Experienced Teachers." In 2018 4th Annual International Conference on Modern Education and Social Science (MESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mess-18.2018.34.

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Lee-Johnson, Yin Lam. "“I really don’t know what you mean by critical pedagogy.” Reflections made by in-service teachers in the USA." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11253.

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This is a study of the responses given by in-service teachers in an exit interview upon completing a grant program that prepared them to be ESL teachers in the USA. There were 28 participants in this study and they were in-service K-12 teachers who would become ESL certified. Based on Gee’s (2015) discourse analysis, the researcher analyzed their responses and found that the majority (96%) did not know about critical pedagogy or took the literal meaning and thought that the term meant critical thinking or evaluation of teaching. The researcher advocates for academic programs to include critical pedagogy for strengthening the knowledge base of MA TESOL programs.
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"Study on Authenticity of Teachers' Discourse in English Class." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.242.

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Chudy, Štefan. "The Discourse Of Professional Identity Construction Of Beginning Teachers." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.75.

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