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Being, understanding and naming: Teachers’ life and work in harmony
ARTICLE

International Journal of Educational Research Volume 41, Number 4, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This paper views teacher learning as the nourishment of life rather than the mastery of expertise, and curriculum innovation as the reclaiming of authentic language rather than rational manipulation of curriculum systems. The perspective allows the traditional notion of knowledge-based teaching and teacher education to be challenged by asking a philosophical question about teachers’ being. Based on a case study of tertiary English-language teachers in China, the paper elucidates the nature of teacher learning and curriculum change. It shows how a new educational object, rather than being designed beforehand, emerges in advance of participants’ consciousness. The study combines narrative analysis of the change with a philosophical inquiry about teacher and learning. It is built around extensive investigation of actual curricular texts and interaction.

Citation

Wu, Z. (2004). Being, understanding and naming: Teachers’ life and work in harmony. International Journal of Educational Research, 41(4), 307-323. Elsevier Ltd. Retrieved April 10, 2020 from .

This record was imported from International Journal of Educational Research on March 1, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2005.08.003

Keywords