ABSTRACT

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.

摘要

关于教师专业实践的形成已受到多种影响的讨论，政府实践惯例经常被批评为压迫性的专业机构。在一所英语小学的民族志研究中，本文探讨了在教师主导的专业实践变革的政策主导时期，互文性以互文层级形式的作用：引入了一种新的数学教学方法。利用行为者网络理论和素养研究，我们通过跨文本的层次结构来追踪新方法从政策到实践的翻译阶段，这些层次结构将这种知识跨政策/实践的边界进行传播。我们强调了文本在专业实践重塑中作为参与者的关键作用。