ÒHow
Did I Get Here?
ÑCan
We Talk About This?Ó
Jill
Burton
School
of Education (TESOL)
University
of South Australia
19
April 2004
System-Based, Inservice Teacher Educator
Teacher as
Researcher
á
LIPT (Action Research)
I noticed how
nervous teachers were of writing about their work for others. However, with
project support and having surmounted the hurdle of starting, they tended to
report the writing as the most meaningful part of their research.
Teacher as
Writer
á
Prospect
á
National
Curriculum Project Research series
á
National
Curriculum Project Curriculum Frameworks
Over this five-year
period, I grew to find the editorÐwriter relationship extremely powerful and
rewarding. Again, teacher-writers approached the writing and editing process
with some alarm. Once more, however, teachers tended on completion to view the
writing and editing process as productive; it seemed to be a step, if temporary
and cumulative, in professional learning.
Teacher as
Learner
á
Teacher as
curriculum developer
á
The learner-centred
curriculum
á
Professional
Support and Development Review of the AMEP
This same five-year
period entailed a massive process of curriculum renewal in TESOL generally in
Australia.
I found that
teachers were comfortable being central to their own developmental processes;
and that the educational systems didnÕt always acknowledge and support teachers
in learning and researching roles, though they were beginning to expect
teachers to communicate and write using professional discourse.
University-Based, Pre- & In-Service Teacher
Educator
Teacher as
Researcher
á
Classroom
Discourse Project (Action
Research)
á
Qualitative
research teaching (Thailand)
At this point, I
moved into the tertiary sector in TESOL teacher educationin a South Australian
university. I found that everything I was doing was beginning to link together
in a focus
on teachers as
professionals and professionals as reflective practitioners who took active
responsibility for their own professional learning.
Now I try to work
through narrative, and interactive journals with colleagues in the U.S, the
U.A.E., South America, and Thailand to investigate how teachers experience
writing about teaching.
Teacher as
Writer
á
Perspectives
on the Classroom (CALUSA
research volume)
á
TESOL
Journal
á
English
Australia Journal
á
Asian
Journal of English Language Teaching
á
TESOL in
Context
á
Prospect
á
On Cue
á
Case
Studies in TESOL Practice
(20 vols)
á
Making
Sense of Language (3 vols)
Simultaneously I
extended and deepened my roles in teachers writing for publication..
I continue to find
the written word important, that how teachers write not only reflects but
influences their thinking (VygotskyÕs theorizations of the role of inner speech
and interaction are powerful in my experience), and to make this not only a
contribution to TESOL as a profession but also as a personal research and
learning process.
Teacher as
Learner
á
Doctoral
supervisor
á
Postgraduate
coursework teacher and developer
I view researching
and learning as part of teaching. There is no point teaching unless you want to
learn. In all the teaching I do, I try to work from and through my studentsÕ
experience, because I view formal learning as a time when practitioners can
make meaning of their professional lives.
I enjoy seeing my
students give a first conference paper, publish a first journal articleÑseeing
them, in fact, start to make their own connections and treading professional
stepping stones.
I have found that
valuing my studentsÕ experiences has opened me to learning from them.
I worry about
becoming fluent in reflecting and writing and thus losing the ability to be
shocked or think anew.
TEACHER AS
RESEARCHER
= An
imperative
TEACHER AS
WRITER
= A support
TEACHER AS
LEARNER
= An outcome