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.

[img] PDF (Published Version) - Published Version
Restricted to Repository staff only

View at Publisher Website: http://dx.doi.org/10.1080/09500690210126...

Abstract

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 ID: 13549
Item Type: Article (Refereed Research - C1)
Keywords: science teaching; Teacher change
ISSN: 1464-5289
Date Deposited: 10 Nov 2010 01:10
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%
More Statistics

Actions (Repository Staff Only)

Item Control Page Item Control Page