Teachers’ Knowledge and Classroom Management

  • Tony Wright
Part of the Research and Practice in Applied Linguistics book series (RPAL)

Abstract

A central issue raised in earlier chapters concerns how a teacher’s knowledge enables her to manage classroom engagement and participation. Because classrooms are complex contexts for learning, the sheer range of expertise that a teacher requires in order to do this work adequately is enormous. This is complicated by the fact that managing classrooms is also a social activity, and learners too are involved in managing the context. One of the most difficult issues raised by the recent shift of emphasis in education from a focus on teaching to a focus on learning is that many of the responsibilities that have been hitherto discharged by teachers are being handed over to learners, a process requiring the acquisition of new skills and knowledge both for learners and teachers.

Keywords

Coherence Expense Meso Doyle Metaphor 

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Further reading

  1. Biott and Nias (1992) present a good selection of papers on teacher learning and culture in the UK.Google Scholar
  2. Brown and McIntyre (1993) is a study of teaching, and how professional knowledge is put into action.Google Scholar
  3. Eraut (1994) is a helpful account of professional knowledge.Google Scholar
  4. Freeman and Richards (1996) is a collection of papers on ESL teachers’ thinking.Google Scholar
  5. Goodson (1992) has a valuable selection of papers on teachers’ life histories.Google Scholar
  6. Hargreaves (1994) is excellent on the issue of professional cultures in teaching.Google Scholar
  7. Hoyle and John (1995) is a comprehensive review of research on professional knowledge.Google Scholar
  8. Kagan (1992) is a valuable review of ‘learning-to-teach’ studies.Google Scholar
  9. Lortie (1975) is still fresh in its argument for changing our perspective away from curriculum towards teachers’ practices and social contexts as a way of understanding teaching.Google Scholar
  10. Olson (1992) argues for a teacher’s voice in understanding teacher learning and is helpful on pinpointing issues in change and development.Google Scholar
  11. Roberts (1998) is a comprehensive overview of issues in language teacher education, and Chapters 1 and 2 cover issues in teacher learning and research on teaching.Google Scholar
  12. Schön (1983, 1987) argues passionately for a redefinition of professional learning.Google Scholar
  13. Tsui (2003) is an excellent addition to the literature on teacher learning and expertise and has the value of being set in Hong Kong.Google Scholar

Copyright information

© Tony Wright 2005

Authors and Affiliations

  • Tony Wright

There are no affiliations available

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