scholarly journals Teacher Agency as Technologies of the Self and as Actionality: Implications for ELT Micro-Centric Policy Making

2021 ◽  
Vol 50 (2) ◽  
pp. 50-59
Author(s):  
Setiono Sugiharto ◽  
Keyword(s):  
Crucial Role ◽  
Teaching Practices ◽  
Policy Making ◽  
Teaching And Learning ◽  
The Self ◽  
Teacher Agency ◽  
Critical Examination ◽  
Classroom Setting ◽  
Technologies Of The Self ◽  
Vantage Points

This article critically examines the notion of teacher agency in light of two important conceptual frameworks: technologies of the self and transitionalist-actionistic, or conduct pragmatism. Using the former framework, teacher agency was analyzed in terms of its inherent status and dynamic flux within one’s self, while using the latter it was scrutinized for its transitional-actionistic nature triggered by one’s action or conduct. The article then argues that viewing teacher agency from these two vantage points can contribute to our understanding of the crucial role a teacher can play in creating a micro-centric policy of teaching and learning English in a specific locality, as well as of the enactment of this policy by individual teachers in a classroom setting. Implications for this critical examination of teacher agency include the import of the (re)activation of teacher agency, and its enactment both in the policy-making processes and in the teaching practices.

Engaging Students with Micro-Businesses

2010 ◽  
Vol 24 (6) ◽  
pp. 455-466
Author(s):  
Catherine McConnell
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Crucial Role ◽  
Teaching And Learning ◽  
Industrial Sector ◽  
Creative Industries ◽  
The Self ◽  
Action Research Project ◽  
Research Project ◽  
Art Design

This paper outlines an action research project developed to investigate the gap in teaching and learning placement materials available to students, academics and practitioners in the art, design and media sector, particularly with respect to micro-businesses. Previous research, funded by the UK's Higher Education Subject Centre for Art Design Media (ADM-HEA) and the Centre for Excellence in Professional Placement Learning (Ceppl) has shown that the creative industries are becoming strongly characterized by ‘portfolio’ employment: sole practitioners, freelancers and the self-employed who have established innovative micro-businesses and small to medium-sized enterprises. Engagement between educators and this industrial sector plays a crucial role in maximizing the placement opportunities available to learners and connecting students with the entrepreneurial options available to them following graduation.

Challenges and Opportunities for Innovation in Teaching and Learning in an Interdisciplinary Environment

2013 ◽  
pp. 347-365 ◽  
Author(s):  
Alina Mihaela Dima
Keyword(s):  
Knowledge Management ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Classroom Setting ◽  
Transfer Paradigm ◽  
Innovation In Education ◽  
Challenges And Opportunities ◽  
Technological Developments

Keeping up-to-date with ever-changing technologies and striving to find innovative ways to integrate them into a classroom setting are constant challenges to all educators. Clearly, technology is associated with changes in practice, but the nature of this association is complex and contested. Innovation in education has always been related to technological developments, but it can also be achieved by introducing changes to teaching practices, curricula, and learning activities, all of which can be regarded as activities included in the knowledge management and transfer paradigm.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

Back from the Future

2018 ◽  
Author(s):  
Catherine Rottenberg
Keyword(s):  
Positive Affect ◽  
Professional Women ◽  
The Self ◽  
Ivy League ◽  
Younger Women ◽  
Technologies Of The Self ◽  
Successful Career ◽  
Family Balance ◽  
The Future ◽  
Work Family

Chapter 4 examines two well-trafficked mommy blogs written by Ivy League–educated professional women with children. Reading these blogs as part of the larger neoliberal feminist turn, the chapter demonstrates how neoliberal feminism is currently interpellating middle-aged women differently from their younger counterparts. If younger women are exhorted to sequence their lives in order to ensure a happy work-family balance in the future, for older feminist subjects—those who already have children and a successful career—notions of happiness have expanded to include the normative demand to live in the present as fully and as positively as possible. The turn from a future-oriented perspective to “the here and now” reveals how different temporalities operate as part of the technologies of the self within contemporary neoliberal feminism. This chapter thus demonstrates how positive affect is the mode through which technologies of the self-direct subjects toward certain temporal horizons.

De se marking, logophoricity, and ziji

2018 ◽  
Author(s):  
Hsiang-Yun Chen
Keyword(s):  
Blocking Effect ◽  
The Self ◽  
Critical Examination ◽  
Long Distance ◽  
Attitude Ascription ◽  
New Approach ◽  
De Se

This chapter addresses the assumed connection between de se attitude ascription and logophoricity in the case of Chinese ziji. It is widely believed that logophors are among the paradigm cases of de se marking, and that long-distance ziji is logophoric. Drawing on a critical examination of a variety of analyses, this chapter argues that long-distance anaphora, de se interpretation, and logophoric marking are overlapping but distinct phenomena. Even if ziji is logophoric, it does not automatically trigger de se requirement. A de se-neutral analysis of ziji is consistent with pragmatic derivations of interpretations that emphasize the self. The findings point to a new approach to long-distance binding, and identify the blocking effect as the key issue for further research.

Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom

2021 ◽  
pp. 107429562110218
Author(s):  
Tia N. Barnes ◽  
Christina Cipriano ◽  
Yu Xia
Keyword(s):  
Best Practices ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
The Self ◽  
Daily Functioning ◽  
Classroom Setting ◽  
Effective Teacher ◽  
Training Opportunities

Teacher–paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we present best practices for developing effective teacher–paraprofessional collaboration.

When Seeing Is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching

2021 ◽  
pp. 109821402093194
Author(s):  
Timothy J. Weston ◽  
Charles N. Hayward ◽  
Sandra L. Laursen
Keyword(s):  
Teaching Practices ◽  
Interrater Reliability ◽  
Teaching And Learning ◽  
Generalizability Theory ◽  
Learning Activities ◽  
Observation Data ◽  
Reliable Measure ◽  
Single Class ◽  
Research On Teaching ◽  
The One

Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.

Drafted into a Foreign War?

Rhizomata ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 183-217
Author(s):  
Matthew Sharpe
Keyword(s):  
Ancient Philosophy ◽  
The Self ◽  
Spiritual Practices ◽  
Way Of Life ◽  
Technologies Of The Self ◽  
Analytic Tradition ◽  
Modern Conception ◽  
The Past ◽  
Rational Inquiry

Abstract This paper examines the central criticisms that come, broadly, from the modern, ‘analytic’ tradition, of Pierre Hadot’s idea of ancient philosophy as a way of life.: Firstly, ancient philosophy just did not or could not have involved anything like the ‘spiritual practices’ or ‘technologies of the self’, aiming at curing subjects’ unnecessary desires or bettering their lives, contra Hadot and Foucault et al. Secondly, any such metaphilosophical account of putative ‘philosophy’ must unacceptably downplay the role of ‘serious philosophical reasoning’ or ‘rigorous argument’ in philosophy. Thirdly, claims that ancient philosophy aimed at securing wisdom by a variety of means including but not restricted to rational inquiry are accordingly false also as historical claims about the ancient philosophers. Fourthly, to the extent that we must (despite (3)) admit that some ancient thinkers did engage in or recommend extra-cognitive forms of transformative practice, these thinkers were not true or ‘mainline’ philosophers. I contend that the historical claims (3) and (4) are highly contestable, risking erroneously projecting a later modern conception of philosophy back onto the past. Of the theoretical or metaphilosophical claims (1) and (2), I argue that the second claim, as framed here, points to real, hard questions that surround the conception(s) of philosophy as a way of life.

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