In recent years, it has become fashionable to demand of research that it produces âevidenceâ that can be turned into easily generalisable findings. Ever more elaborate sets of managerial standards and pre-defined learning outcomes have been imposed, and English teachers are encouraged to see their practice as merely an implementation of âwhat worksâ. What gets lost in such discourse is the messy and wonderfully productive complexity of classrooms and the layered and deeply historied character of the interactions that take place in them. This article considers a different kind of research, one that is clearly located within particular contexts and is always attentive to the lives and capacities of the students and their teachers. At the heart of this article is the collaboration between a university academic and a practising English teacher, a collaboration that is both documented and enacted in Confronting Practice, Classroom Investigations into Language and Learning by Brenton Doecke and Douglas McClenaghan.View full textDownload full textKeywordsResearch, collaboration, social relations in the classroomRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/1358684X.2012.649144
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机译:近年来,对研究的需求变得时髦起来,它产生了“证据”,可以将其转变为易于概括的发现。实施了越来越详尽的管理标准和预定义的学习成果,并鼓励英语教师将他们的实践视为仅是“什么起作用”的实现。在这种话语中迷失的是教室的混乱和极富生产力的复杂性,以及教室中发生的互动的层次化和深层次的历史性。本文考虑的是另一种研究,它显然位于特定的上下文中,并且始终关注学生及其老师的生活和能力。本文的核心是大学学术人员和一名实践英语教师之间的合作,该合作由Brenton Doecke和Douglas McClenaghan在《对抗实践,语言和学习的课堂调查》中进行了记录和制定。查看全文下载全文关键字研究,合作,课堂中的社会关系相关var addthis_config = {ui_cobrand:“泰勒和弗朗西斯在线”,servicescompact:“ citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,更多”,pubid:“ ra -4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/1358684X.2012.649144
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