How Language Teachers Address the Crisis of Praxis in Educational Research

Autor/in	Anwaruddin, Sardar M.
Titel	How Language Teachers Address the Crisis of Praxis in Educational Research
Quelle	In: Oxford Review of Education, 45 (2019) 6, S.715-730 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anwaruddin, Sardar M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2019.1612342
Schlagwörter	Teaching Methods; Language Teachers; Journal Articles; Reading Processes; Teacher Attitudes; Educational Research; Theory Practice Relationship; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Characteristics; Computer Mediated Communication; Communities of Practice; Evidence Based Practice; Collaborative Writing; Web Sites; Web 2.0 Technologies + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Journal article; Zeitschriftenaufsatz; Leseprozess; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Theorie-Praxis-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Computerkonferenz; Community; Web-Design
Abstract	This article is concerned with a group of language teachers' reading and interpretation of a peer-reviewed journal article. It draws empirical materials from a larger study, which explored how teachers addressed the 'crises' of representation, legitimation and praxis in educational research. In this article, I present a subset of data to illustrate how some of the participants responded to the crisis of praxis. I describe the participants' interpretive work as ways of reading, and discuss how these "ways of reading" constitute an imaginative-ethical approach to reading research. Such an approach, it is argued, holds the potential to interrupt the dominant instrumental model of research use. Throughout the article, a case is made for understanding how teachers read and interpret research-based recommendations in keeping with their local contexts and professional commitment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01