Articulating a better practice
Date
2012
Authors
Olsen, Jenna R
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2012
Abstract
This project deals with the nature of discourse about, around, and in the teaching
profession. It begins with the researcher’s impressions that the amount and the severity of
the negative, demeaning, and disheartening language in this context is alarming and
potentially damaging to a healthy professional identity and, consequently, to the
professional reality of practicing teachers. The researcher sets out to discover how
teachers in her division experience this language and whether an awareness of the effect
of language could help assuage professional harm and difficulty.
A study of the fields of narrative inquiry, critical discourse analysis, and
appreciative inquiry are at the core of the project. These three fields form the theoretical
framework for the researcher’s ideas around the power of discourse awareness.
An online forum was built, and seven volunteer secondary teacher participants
and the participant researcher began discussions surrounding the nature of language and
the specific words and phrases that each found to be demeaning and/or uplifting to their
professional identity. As a final discussion, participants chose three to five “words to
lose” and three to five “words to use” in their practice.
The researcher performed a critical analysis of the discussions, paying attention to critical discourse and the potential transformative powers of narrative and appreciative
inquiries. Her findings and conclusions point to the resilient and adaptive teaching
professional as one who has found ways to navigate the minefield of personal, collegiate,
and public discourse with courage, determination, and grace.
Description
viii, 107 leaves ; 29 cm
Keywords
Teaching -- Practice , Teachers -- Job satisfaction , Teacher morale