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Writing TESOL: constructing teaching in a TESOL world

Most teachers prefer not to write and publish on teaching. As a result, teaching tends to be written by researchers and others who are not core participants in the practices and contexts they are writing about. Furthermore, the narratives these writers provide are frequently told and explained in language that teachers find inauthentic. Since composing in writing is a key component of learning, teachers who do not write miss out on valuable opportunities for self-growth; and those who do not publish their reflections in any written form forgo a source of collaborative learning. This Doctor of Philosophy study examines the possibilities of published reflective writing in teacher learning for TESOL practitioners.

Identiferoai:union.ndltd.org:ADTP/284014
Date January 2009
CreatorsBurton, Jill
Source SetsAustraliasian Digital Theses Program
LanguageEN-AUS
Detected LanguageEnglish
RightsCopyright Jill Burton 2008

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