|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Rhetorics of professional change: assembling the means to act differently?|
relations between networked spaces
|Citation:||Reeves J & I'Anson J (2014) Rhetorics of professional change: assembling the means to act differently?, Oxford Review of Education, 40 (5), pp. 649-666.|
|Abstract:||In an earlier study of learning on a practice-based postgraduate programme participants indicated that certain artefacts were critically important in enabling them to gain ‘permission' to act differently in their schools. Picking up on this suggestion, this study begins to explore how looking at the composition of texts by teachers as a rhetorical activity raises questions about power and relations in professional learning processes. The role of artefacts in relation to professional learning is explored here by examining how teachers on a practice-based Chartered Teacher (CT) programme in Scotland constructed accounts, in the form of reflective reports and portfolios of evidence, that legitimated their practice and learning on the course. It explores how these teachers drew upon a variety of texts to construct rhetorics suited to the specific audiences and contexts they needed to address with these artefacts. The paper argues that taking this deconstructive approach to the analysis of such accounts draws attention to their micro-political significance. Potentially they provide a means whereby teachers may rehearse arguments and shape narratives that may be used to support claims to agency in their school settings.|
|Rights:||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.|
|Reeves_ORE 2014.pdf||256.78 kB||Adobe PDF||Under Embargo until 31/12/2999 Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependant on the depositor still being contactable at their original email address.
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.