ABSTRACT

Teachers often find themselves in the midst of developing their own ideologies while facing authoritative demands on classroom instruction. Internally persuasive discourses shaping these ideologies come from education theories, methods instruction, professional workshops, and teachers’ own research. This narrative inquiry follows four graduate students and the teacher researcher in a graduate education course as they discover ways to improve their classroom practices while finding authoritative voices for themselves. Narrated by the teacher researcher, participants’ stories illustrate authoritative discourses in teaching contexts, internally persuasive discourses framing ideologies about teaching, and the reflective inquiry interanimating the two. Using reflective inquiry to mediate authoritative and internally persuasive discourses, participants navigated tensions caused by these two conflicting discourses while experiencing ideological becoming. Findings indicate that multimodal/multigenre inquiry projects provided access, legitimacy, competence, and values. Further, next steps suggest the importance of using reflective inquiry to mitigate contentious discourses in education.

摘要

教师经常发现自己在发展自己的意识形态，同时面临课堂教学的权威要求。塑造这些意识形态的内部说服性话语来自教育理论、方法教学、专业研讨会和教师自己的研究。这个叙述性调查跟随四名研究生和教师研究员在研究生教育课程中发现方法来改善他们的课堂实践，同时为自己找到权威的声音。由教师研究人员讲述，参与者的故事说明了教学环境中的权威话语、构建教学意识形态的内部说服性话语，以及使两者互动的反思性探究。使用反思性探究来调解权威性和内部说服性的话语，参与者在经历意识形态形成的同时，驾驭了这两种相互冲突的话语所造成的紧张局势。结果表明，多模式/多流派调查项目提供了访问、合法性、能力和价值。此外，接下来的步骤表明使用反思性探究来减轻教育中的争议性话语的重要性。