English language learning and teachers' personal networks of praxis

Zavros, Agli (2012) English language learning and teachers' personal networks of praxis. In: Joint International Conference of the Australian Association for Research in Education and the Asia Pacific Educational Research Association (AARE 2012): Regional and Global Cooperation in Educational Research, 2-6 Dec 2012, Sydney, Australia.

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Educators need to re-examine expectations, potentials and possible biases that affect students' educational attainments in diverse and multicultural classroom contexts (Ashman & Elkins, 2008) in order to fully attain inclusive educational praxis. Teacher personal networks provide teacher with cultural knowledges that shapes teacher professional expectations about what is possible and what is attainable for certain groups of students. In our current national context, understanding the phenomenological reality of a school based teacher networks is central in understanding factors that impact on students' educational attainments. Drawing on the work of Cheng-Ting, Kyle, & McIntyre, (2008) work is required to re-examine teachers work in multicultural classrooms, as complex diverse learning spaces, which put heavier demands on teachers' competencies than less diverse classrooms (Wubbels, 2005). This paper proposes that teacher's professional identity is constructed through specific support experiences that also shape praxis. These networks are explored with the focus on network morphology and interaction, that in highlight the phenomenological reality of school culture/s. A case study approach is utilised in this paper to illustrate three schools networked support landscapes. Through the application of social network theory, a descriptive analysis is provided defining the role of network members and the nature of network support. An understanding of teacher networks can enable pre-service, beginning, in-service and returning teachers to improve their access non-material resources.

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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: No
Item Status: Live Archive
Additional Information: AARE does not ask for copyright of refereed papers – copyright remains vested with the author.
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited: 07 Jun 2013 03:58
Last Modified: 15 Sep 2017 03:54
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
20 Language, Communication and Culture > 2001 Communication and Media Studies > 200105 Organisational, Interpersonal and Intercultural Communication
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3901 Curriculum and pedagogy > 390108 LOTE, ESL and TESOL curriculum and pedagogy
47 LANGUAGE, COMMUNICATION AND CULTURE > 4701 Communication and media studies > 470108 Organisational, interpersonal and intercultural communication
Socio-Economic Objectives (2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/23582

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