English language learning and teachers' personal networks of praxis

Paper


Zavros, Agli. 2012. "English language learning and teachers' personal networks of praxis." Wright, Jan (ed.) Joint International Conference of the Australian Association for Research in Education and the Asia Pacific Educational Research Association (AARE 2012): Regional and Global Cooperation in Educational Research. Sydney, Australia 02 - 06 Dec 2012 Sydney, Australia.
Paper/Presentation Title

English language learning and teachers' personal networks of praxis

Presentation TypePaper
Authors
AuthorZavros, Agli
EditorsWright, Jan
Journal or Proceedings TitleProceedings of the Joint International Conference of the Australian Association for Research in Education and the Asia Pacific Educational Research Association (AARE 2012)
Year2012
Place of PublicationSydney, Australia
Web Address (URL) of Paperhttp:// www.aare-apera2012.com.au
Conference/EventJoint International Conference of the Australian Association for Research in Education and the Asia Pacific Educational Research Association (AARE 2012): Regional and Global Cooperation in Educational Research
Event Details
Joint International Conference of the Australian Association for Research in Education and the Asia Pacific Educational Research Association (AARE 2012): Regional and Global Cooperation in Educational Research
Event Date
02 to end of 06 Dec 2012
Event Location
Sydney, Australia
Abstract

Educators need to re-examine expectations, potentials and possible biases that affect students' educational attainments in diverse and multicultural classroom contexts (Ashman & Elkins, 2008) in order to fully attain inclusive educational praxis. Teacher personal networks provide teacher with cultural knowledges that shapes teacher professional expectations about what is possible and what is attainable for certain groups of students. In our current national context, understanding the phenomenological reality of a school based teacher networks is central in understanding factors that impact on students' educational attainments. Drawing on the work of Cheng-Ting, Kyle, & McIntyre, (2008) work is required to re-examine teachers work in multicultural classrooms, as complex diverse learning spaces, which put heavier demands on teachers' competencies than less diverse classrooms (Wubbels, 2005). This paper proposes that teacher's professional identity is constructed through specific support experiences that also shape praxis. These networks are explored with the focus on network morphology and interaction, that in highlight the phenomenological reality of school culture/s. A case study approach is utilised in this paper to illustrate three schools networked support landscapes. Through the application of social network theory, a descriptive analysis is provided defining the role of network members and the nature of network support. An understanding of teacher networks can enable pre-service, beginning, in-service and returning teachers to improve their access non-material resources.

ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390108. LOTE, ESL and TESOL curriculum and pedagogy
470108. Organisational, interpersonal and intercultural communication
Public Notes

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Byline AffiliationsFaculty of Education
Institution of OriginUniversity of Southern Queensland
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