Critical self-reflection: A performative act 批判的自己内省 ―パフォーマティヴな実践―

2010 ◽  
Vol 34 (4) ◽  
pp. 49
Author(s):  
Misako Tajima

Autobiographic and narrative research has recently grown in stature in the field of social sciences. Inspired by Asian TESOL researchers’ critical analyses of self-stories, this paper attempts to reflect upon the author’s personal history in relation to English and discuss ways in which she can position herself as both an English learner and a non-native English speaker (NNES) teacher. The self-reflection and discussion is followed by an argument for performativity, a notion drawing on poststructuralism to understand language itself and the global spread of English. This paper, itself a performative act conducted by a secondary school teacher, exemplifies the concept. The non-academic schoolteacher’s very act of writing in an academic journal aims to contribute to questioning assumptions underlying the relationship between theory and practice and to reconstituting the academic fields of applied linguistics and TESOL. 近年、自伝的かつ語りを含む研究が社会科学の分野で活発になってきている。本稿では、TESOLを専門とする、あるアジア人研究者が彼女たち自身の物語を素材として実施した批判的分析に着想を得て、英語にまつわる自己の歴史を振り返り、英語学習者としての、またNNESの英語教師としてのポジショナリティをどこに位置づけるのかという問題について議論する。さらに、この批判的自己内省を経て、言語そのもの、あるいは英語という言語の地球規模的広がりを理解するために、ポスト構造主義の概念であるパフォーマティヴィティについて検証する。なお、本稿これ自体がある高校教師によるパフォーマティヴな実践であることに言及しておきたい。研究者ではなく、一高校教師が学術雑誌に投稿することを通じ、理論と実践の関係性の背後にある前提に疑問を投げかけ、その結果、応用言語学やTESOLという学問分野の再構築に貢献できることを希望している。

2019 ◽  
Vol 53 (01n02) ◽  
pp. 79-92
Author(s):  
永康 崔 ◽  
偉良 張 ◽  
子豪 譚 ◽  
秋萍 金

本文從自我決定理論 (Self Determination Theory) 的觀點出發,探討香港中學生的抱負取向(包括外在期望及內在期望)與職業生涯探索的關係。是次研究以問卷形式進行,從10間中學總共2,122名中一至中六的學生得到有效數據。結果顯示在控制了人口因素、成績及社會支持後,學生的抱負取向與職業生涯探索有顯著的關係。對比以上各項因素,發現學生的內在期望對職業生涯探索起較大的預測作用。最後,本文會探討結果在實踐及研究的應用。 Based on Self Determination Theory, this paper explores the relationship between different aspirations (intrinsic aspirations and extrinsic aspirations) and career exploration among Hong Kong secondary school students. The sample consisted of 2,122 secondary school students from 10 secondary schools. The results found that both intrinsic and extrinsic aspirations are significant predictors of career exploration after controlling for demographic, academic results and perceived social support variables. Among the predictors examined, intrinsic aspirations explained more variance of career exploration than others. Implications of the results for theory and practice were discussed.


1942 ◽  
Vol 35 (3) ◽  
pp. 99-101
Author(s):  
Lillian Moore

At the present time mathematics for defense is the primary aim of the alert teacher of mathematics. Teachers must engage enthusiastically in the national civilian defense training program. The secondary-school teacher of the social sciences is in teres ted principally in democratic principles, the development of loyalty and cooperation as citizens of a representative democracy. The teacher of the physical sciences is interested in giving students technical knowledge which will enable them to work intelligently in airplane factories, hospitals, shipyards, at the drafting board, on the assembly line, typing, filing, or to prepare for active duty in the army or navy. The teacher of mathematics should realize the importance of mathematical training in the defense program.


1989 ◽  
Vol 5 (20) ◽  
pp. 348-360
Author(s):  
Richard Schechner

Richard Schechner has recently come full circle back to the editorship of The Drama Review, which he earlier transformed from a quietly respected academic journal into the voice of American avant-garde theatre between 1962 and 1969. By this time, he had also joined the Drama faculty of New York University, where he still teaches, and created the Performance Group, for whom his productions included Dionysus in '69, Makbeth. The Tooth of Crime. Oedipus, and The Balcony. His early advocacy of environmental theatre, celebrated in his book of that name in 1973, developed into his present concern with theatre anthropology, the focus of his recent study. Between Theatre and Anthropology, discussed by Eugenio Barba in NTQ10 (1987). In October 1988 Schechner contributed to the Leicester conference ‘Points of Contact: Theatre. Anthropology, and Theatre Anthropology’, and there Nick Kaye discussed with him the relationship between his practical and theoretical work, its evolution, and the influences upon it–also looking in more detail at his most recent production, a performance combining Don Juan and Don Giovanni.


2019 ◽  
Vol 56 (4) ◽  
pp. 671-701 ◽  
Author(s):  
Eric C. Smith ◽  
Gerene K. Starratt ◽  
Carmen L. McCrink ◽  
Heidi Whitford

Purpose: This study, which investigated the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice, was driven by the research question: What is the relationship among evaluation processes, teacher perceptions of evaluation feedback, and veteran secondary education teacher self-efficacy toward personal instructional practice? Method: Participants were recruited from two school districts in west central Florida. The study tested two hypotheses. Hypothesis 1: Veteran secondary teachers self-efficacy of instructional practice will be related to both evaluation system type (standard vs. nonstandard) and specificity of feedback (high vs. low specificity). Hypothesis 2: Veteran secondary school teacher perceptions of the characteristics of evaluation feedback will predict teacher self-efficacy toward personal instructional practice. The study instrument included the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions. Teachers were recruited through gatekeepers at the two districts and invited to take the online survey. Results: In a test of Hypothesis 1, analysis of variance revealed that teachers who reported receiving specific evaluation feedback also reported higher teacher self-efficacy compared with teachers who reported receiving nonspecific evaluation feedback, although there were no differences related to standard versus nonstandard evaluation systems. To test Hypothesis 2, multiple regression analysis showed the perceived value of feedback to be the strongest predictor of teacher self-efficacy. Conclusions: These findings, which link teacher perceptions of evaluation feedback to teacher self-efficacy of instructional practice, have the potential to inform the creation of improved professional development practices.


2002 ◽  
Vol 18 ◽  
pp. 1-5 ◽  
Author(s):  
Glenn Abblitt

AbstractThis paper documents a research journey that was initially undertaken to escape the feelings of tension and dissatisfaction that I had experienced as a secondary school teacher. The paper identifies the many influences that have guided the course of my continuing research journey. Philosophically, my research has taken me from viewing the world and my place in it from a narrow and authoritarian Western perspective through to a more inclusive and more democratic non-Western perspective. This shift in perspective initially resulted in changes to my educational theory and practice as manifested in the evolution of an environmental education program in a Melbourne secondary school. More recently my research perspective has again shifted, enabling me to pursue an opportunity to not only teach in, but more importantly also to learn in, a different cultural context. In both Melbourne and Manila, the transformations have come about by sharing ‘new’ ways of seeing and doing.


2015 ◽  
Vol 70 (01) ◽  
pp. 145-153
Author(s):  
Virginie Barbier

Abstract This article seeks to link the teaching of history and geography to issues affecting research in the two disciplines. It invites the reader to reflect on the relationship between the knowledge that a teacher passes on to his or her pupils and the acquisition of a research method as a savoir-faire or know-how, even as a way of being. After offering an insight into current teacher training, the author, a secondary-school teacher, uses concrete teaching situations to explain the necessity of making pupils active participants in their own learning process and helping them develop sound research methods.


Author(s):  
Philip Higgs

The debate concerning the nature of education, and more particularly the debate as it is directed toward the discourse and logic of schooling, has customarily taken place within the social science tradition. As a result, educational research has been characterized by a modern positivist science which has tended to privilege knowledge relevant to a technocratic evaluation and control of educational relationships and achievements through a process of socialization. From the relationship between student and teacher to the relationship between school and society, the widespread acceptance of quantitative research findings and behavioristic theory reveals that the evaluation of educational issues has been tied to an understanding of reality as ideological as it is “scientific.” What should constitute a scientific inquiry that effectively counters positivist assumptions and what should characterize the inquirer’s relation to the real are still central questions within educational theory and practice in the philosophy of education. In responding to these questions, the positioning of education in the social science tradition has given rise to the politicization of education in an ideologically directed process of socialization which, in turn, has resulted in education, including schooling, being subjected to the idiosyncratic stranglehold and abuse of ideological and cultural considerations propagated in the name of a pseudo-scientific scientism. Furthermore, the problem concerning the nature of education is more authentically situated within the human science tradition than within the social sciences. This argument is grounded on a fundamental objection to positivism and the influence that this has had on the tradition of the social sciences.


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