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Writing TESOL: constructing teaching in a TESOL world

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dc.contributor.authorBurton, Jill
dc.contributor.schoolUniversity of South Australia School of Education
dc.contributor.schoolSchool of Education
dc.date.issued2009
dc.descriptionEN-AUS
dc.description.abstractMost 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key component of learning, teachers who do not write miss out on valuable opportunities for self-growth; and those who do not publish their reflections in any written form forgo a source of collaborative learning.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.
dc.description.dissertationPhD Doctorate
dc.identifier.urihttps://hdl.handle.net/11541.2/116026
dc.language.isoen
dc.provenanceCopyright Jill Burton 2008
dc.subjectcurriculum;TESOL;language teacher;academic writing;education
dc.subject.lcshCurriculum and Pedagogy Theory and Development
dc.subject.lcshEducation
dc.subject.lcshEnglish as a Second Language
dc.titleWriting TESOL: constructing teaching in a TESOL world
dc.typethesis
dcterms.accessRights506 0#$fstar $2Unrestricted online access
ror.fileinfo12146676010001831 13146670050001831 9915952049001831_53111927700001831.pdf
ror.mmsid9915952049001831

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