Discourses about a teacher's self-initiated change in praxis: storylines of care and support
Ritchie, Stephen M., and Rigano, Donna L. (2002) Discourses about a teacher's self-initiated change in praxis: storylines of care and support. International Journal of Science Education, 24 (10). pp. 1079-1094.
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At the foreground of this article is an account of an experienced science teacher's self-initiated change in praxis within an inquiry community. From classroom observation and interviews, data interpretations are made about the discursive practices of the teacher and his colleagues. In particular, the teacher's change in praxis is attributed to his dissatisfaction with previous practice, realization that alternatives were likely to provide better outcomes for his students, commitment to improving his practice, and a supportive school community in which teachers felt comfortable taking personal risks and engaging in professional discussions. The collaborative culture of the study site was characterized by the teachers' caring ethic for their students.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||science teaching; Teacher change|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 51%|
13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 49%
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|
|Deposited On:||10 Nov 2010 11:10|
|Last Modified:||02 Nov 2012 10:00|
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