Teachers' professional knowledge: Tensions within the accounts of offshore instruction
Exley, Beryl E. (2001) Teachers' professional knowledge: Tensions within the accounts of offshore instruction. In Singh, Parlo & McWilliam, Erica (Eds.) Designing Educational Research: Theories, Methods and Practices. Post Pressed, Flazton, Qld., pp. 31-44.
This paper comes from a larger study that seeks to develop understandings about the knowledge bases of eductors working in offshore contexts. In particular it focuses on interview accounts from teachers employed in Australian-owned institutions in Central Java, Indonesia. This paper highlights emerging tensions in these accounts as the teachers encounter multiple and sometimes conflicting expectations of the knowledge bases required of teachers in offshore instruction. Specifically the paper utilises Bernstein’s concept of pedagogic identities and his concept of classification alongside Bourdieu’s notion of habitus to theorise the construction of the multiple knowledge bases teachers require for a particular offshore education context.
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|Item Type:||Book Chapter|
|Additional Information:||This is the author's manuscript version of the work. It is posted here with permission of the copyright owner for your personal use only. No further distribution is permitted. For more information about this book please refer to the publisher's website (see link) or contact the author. Author contact details: firstname.lastname@example.org|
|Keywords:||teachers' knowledge, offshore education, Bernstein, pedagogic identities, Bourdieu, habitus|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2001 Post Pressed|
|Deposited On:||08 Jul 2005|
|Last Modified:||09 Jun 2010 12:26|
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