ERIC Number: EJ1283381
Record Type: Journal
Publication Date: 2021
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1745 -7823
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Available Date: N/A
Reassembling Teachers' Professional Practice: An Ethnography of Intertextual Hierarchies in Primary Mathematics
Ethnography and Education, v16 n1 p109-126 2021
The formation of teachers' professional practice has been discussed in relation to a wide variety of influences, with government prescription of practice often criticised as oppressing professional agency. Set within an ethnographic study within one English primary school, this paper explores the role of intertextuality in the form of intertextual hierarchies during a policy-led period of change to teachers' professional practice: the introduction of a new way of teaching mathematics. Drawing on actor-network theory and literacy studies, we trace the stages of the translation of the new method from policy into practice, through the intertextual hierarchies which carry this knowledge across policy/practice boundaries. We highlight the crucial role of texts as actors within a remodelling of professional practice. Describing how the socio-material use and creation of texts leads to localisation of policies, we lend hope to schools in terms of their own agency within government-driven agendas.
Descriptors: Mathematics Teachers, Mathematics Instruction, Elementary School Teachers, Ethnography, Educational Practices, Educational Change, Foreign Countries, Educational Policy, Professionalism, Teaching Methods, Mastery Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
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Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
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