What We Talk about When We Talk about Education: the Private and Public Educational Talk of Teachers in Schools

2.50
HDL Handle:
http://hdl.handle.net/2428/9763
Title:
What We Talk about When We Talk about Education: the Private and Public Educational Talk of Teachers in Schools
Authors:
McDermott, Kevin; Richardson, Fiona
Abstract:
One of the central challenges for a school is the creation of a public discourse which expresses the shared purpose of the school community, without losing the multiple and different voices within the teaching staff. In this article we report on the generative potential of educational conversation, when it is structured around questions which allow teachers to reflect on their best teaching selves in past practice and to project those selves into future situations. We suggest that within the staff, the public relating of teaching narratives, and the reflective conversation to which they give rise, constitutes a public and collective form of enquiry into teaching and learning. We argue that reflective conversation is dependent upon critical listening, where the listener is open to what is being said, but is also prepared to ask questions that open up the topic of teaching and learning in ways that are revelatory for both speaker and listener.
Citation:
Irish Educational Studies 2005, 24:1
Issue Date:
Mar-2005
URI:
http://hdl.handle.net/2428/9763
DOI:
10.1080/03323310500184418
Additional Links:
http://www.informaworld.com/smpp/title~content=t716100713~db=all
Type:
Article
Language:
en
ISSN:
03323315
Appears in Collections:
Journal Papers

Full metadata record

DC FieldValueLanguage
dc.contributor.authorMcDermott, Kevin-
dc.contributor.authorRichardson, Fiona-
dc.date.accessioned2007-03-01T11:22:45Z-
dc.date.available2007-03-01T11:22:45Z-
dc.date.issued2005-03-
dc.identifier.citationIrish Educational Studies 2005, 24:1en
dc.identifier.issn03323315-
dc.identifier.doi10.1080/03323310500184418-
dc.identifier.urihttp://hdl.handle.net/2428/9763-
dc.description.abstractOne of the central challenges for a school is the creation of a public discourse which expresses the shared purpose of the school community, without losing the multiple and different voices within the teaching staff. In this article we report on the generative potential of educational conversation, when it is structured around questions which allow teachers to reflect on their best teaching selves in past practice and to project those selves into future situations. We suggest that within the staff, the public relating of teaching narratives, and the reflective conversation to which they give rise, constitutes a public and collective form of enquiry into teaching and learning. We argue that reflective conversation is dependent upon critical listening, where the listener is open to what is being said, but is also prepared to ask questions that open up the topic of teaching and learning in ways that are revelatory for both speaker and listener.en
dc.format.extent64023 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.relation.urlhttp://www.informaworld.com/smpp/title~content=t716100713~db=allen
dc.subjectPrivate and public educationen
dc.subjectTeachers in schools in Northern Irelanden
dc.titleWhat We Talk about When We Talk about Education: the Private and Public Educational Talk of Teachers in Schoolsen
dc.typeArticleen
dc.format.digYES-
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