Educators as Authors: Teaching Beyond the Classroom

McLennan, Deanna Marie Pecaski

doi:10.1007/s10643-012-0558-1

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…Along with the need to examine the value of writing for all teachers, publicness of writing in the field should also be counted as an essential feature of teacher authorship. McLennan (2012) emphasizes the role of "educators as authors" that benefits personal growth including "feeling passionate" and motivation for improving practice (p. 2). However, the establishment of jissen kiroku rests on its solid foundation of impactful publishing practice, shaping professional knowledge and skills as the public common for teachers (cf.…”

Section: The Authorship Of Teachers: Jissen Kirokumentioning

confidence: 99%

“…By settling this triad as the analytical perspective on cases, this paper distinguishes itself from previous literature on the authorship of teachers. While literature has revealed the importance of authoring (aspect of the addresser) (McLennan, 2012; Shteiman et al. , 2010), it has barely pointed out to whom those writings are addressed (aspect of addressee) and where they are published (aspect of text).…”

Section: Pragmatic Definitions and Scope Of Inquirymentioning

confidence: 99%

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The authorship of teachers: jissen kiroku as the core of professionalism in Japanese jugyo kenkyu

Miyamoto

2024

IJLLS

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PurposeThis paper aims to discuss the significance of teacher authorship (jissen kiroku) developed during jugyo kenkyu. Specifically, it explores the structural conditions of jugyo kenkyu that enabled the flourishing of jissen kiroku.Design/methodology/approachTo find how jissen kiroku developed in jugyo kenkyu, this paper settled triad of authors-text-readers as the analytical perspective. Disputes through 1960s–1980s are adequate to inquire because it can elucidate how readers read jissen kiroku, which is typically challenging to observe.FindingsJissen kiroku is a powerful tool for semantically preserving, reconstructing and consolidating professional values and knowledge in jugyo kenkyu with deepening connoisseurship. Voluntary educational research associations (VERAs) encourage teachers to write and read jissen kiroku to develop their professionalism, which also helped develop exclusive semantics within the field. These developments were possible due to the public nature of jissen kiroku, disseminated to lesson study (LS) actors, thereby strengthening discussions both inside and outside VERAs.Research limitations/implicationsThe paper proposes shift in views on educational science and emphasizes authorship as authority in that professionalism of teaching can be protected and elevated through authoring.Originality/valueThe significant roles of writing practice have not been explored enough. This paper finds the value of authorship in terms of public nature and openness to all teachers which enable the enhancement of professionalism of the LS field.

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Section: The Authorship Of Teachers: Jissen Kirokumentioning

confidence: 99%

Section: Pragmatic Definitions and Scope Of Inquirymentioning

confidence: 99%

The authorship of teachers: jissen kiroku as the core of professionalism in Japanese jugyo kenkyu

Miyamoto

2024

IJLLS

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“…Such areas of research reflect common views on the role of a teacher, which usually see a teacher as the performer of an educational program and the user of textbooks, who, however, can modify learning tasks, adapt materials according to class conditions and his/her own vision. However, in some works there is evidence of cases where the authors of textbooks are teachers (Boggs, 2019;Pecaski McLennan, 2013). In this regard, scholars are considering new roles of teachers that differ from those they have traditionally performed.…”

Section: Introductionmentioning

confidence: 99%

Preparing teachers in the professional development system for participation in textbook development in the USA

Elbrekht¹,

Бахов

Vukolova

et al. 2021

revtee

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The article is devoted to the problem of preparing teachers for participation in the development of textbooks in the system of professional development in the USA. The authors analyze scientific works, which discuss the role of teachers in this activity, highlight the challenges teachers face in it and substantiate the importance of their appropriate training. The analysis revealed the peculiarities of the organization, forms and methods of teacher training, which adapt the USA system of professional development to preparing teachers for participation in textbooks development.

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How to Write for Teaching Exceptional Children

Ludlow¹,

Dieker²

2013

TEACHING Exceptional Children

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Educators as Authors: Teaching Beyond the Classroom

Cited by 3 publications

References 8 publications

The authorship of teachers: jissen kiroku as the core of professionalism in Japanese jugyo kenkyu

The authorship of teachers: jissen kiroku as the core of professionalism in Japanese jugyo kenkyu

Preparing teachers in the professional development system for participation in textbook development in the USA

How to Write for Teaching Exceptional Children

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