Investigating the life and work of teachers
DOI:
https://doi.org/10.12697/eha.2014.2.2.02Abstract
Töö suhteline osakaal õpetajate elus on viimase 40 aasta jooksul astmeliselt kasvanud. Ettepanekuid kooli ja hariduse ümberkorraldamiseks on esitatud üha rohkem, niisamuti on suurenenud muutuste mõju käsitlevate uuringute arv. Siinne uurimus võimaldab meil keskenduda mõningatele keerulistele probleemidele, mis peituvad uue koolireformi algatustes. Lääne ühiskonna kuldaja lõpus, 1975. aastal võttis Lortie Ameerika õpetajate ja haridusteaduslike uurimuste seose kokku järgmiste, tänini kehitavate sõnadega: "Kooliharidus on ettekirjutuste järgi mahukas, ent kirjelduse järgi väikesemahuline. Kuskil mujal ei ilmne see nii selgelt kui nende kahe miljoni inimese puhul, kes õpetavad riigikoolis." See küsimus, millele Lortie tähelepanu pöörab, on õpetajatega seotud teaduslikes aruteludes endiselt aktuaalne: palju ettekirjutusi ja kaudset portreteerimist, aga väga vähe tõsiselt võetavaid uurimusi portreteeritavatest ja ka ebapiisavalt koostööd nendega.
Full textDownloads
References
Acker, S. (Ed.) (1989). Teachers, gender and careers. London, New York, Philadelphia: Falmer Press.
Acker, S. (1994). Gendered experience. Milton Keynes: Open University Press.
Ball, S. J., & Goodson, I. F. (Eds.) (1985). Teachers’ lives and careers. London, New York, Philadelphia: Falmer Press.
Becker, H. S., & Geer, B. (1971). Latent culture: A note on the theory of latent social roles. In B. R. Cosin et al. (Eds.), School and society: A sociological reader (pp. 56–60). London: Routledge & Kegan Paul.
Butt, R., Raymond, D., McCue, G., & Yamagishi, L. (1992). Collaborative autobiography and the teacher’s voice. In I. F. Goodson (Ed.), Studying teachers’ lives (pp. 51–98). London: Routledge.
Casey, K. (1988). Teacher as author: Life history narratives of contemporary women teachers working for social change (Doctoral dissertation). University of Wisconsin, Madison.
Casey, K. (1992). Why do progressive women activists leave teaching? Theory, methodology and politics in life-history research. In I. F. Goodson (Ed.), Studying teachers’ lives (pp. 187–208). London: Routledge.
Casey, K., & Apple, M. W. (1989). Gender and the conditions of teachers’ work: The development of understanding in America. In S. Acker (Ed.), Teachers, gender and careers (pp. 171–186). London, New York, Philadelphia: Falmer Press.
Connelly, M., & Clandinin, J. (1989). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
Delhi, K. (1994). Subject to the new global economy: Power and positioning in Ontario labour market policy formation. In R. Priegert Coulter & I. F. Goodson (Eds.), Rethinking vocationalism: Whose work/life is it? (pp. 113–141). Toronto: Our Schools/Ourselves.
Dollard, J. (1949). Criteria for the life history. New Haven, CT: Yale University Press. Goodson, I. F. (1981). Life histories and the study of schooling. Interchange, 11(4), 62–76. http://dx.doi.org/10.1007/BF01810006
Goodson, I. F. (1988). The making of curriculum: Collected essays (1st ed.). London, New York, Philadelphia: Falmer Press.
Goodson, I. F. (1990). Studying curriculum: Towards a social constructionist perspective. Journal of Curriculum Studies, 22(4), 299–312. http://dx.doi.org/10.1080/0022027900220401
Goodson, I. F. (1991). Sponsoring the teacher’s voice: Teachers’ lives and teacher development. Cambridge Journal of Education, 21(1), 35–45. http://dx.doi.org/10.1080/0305764910210104
Goodson, I. F. (Ed.) (1992). Studying teachers’ lives. London: Routledge. http://dx.doi.org/10.4324/9780203415177
Goodson, I. F. (1995a). Teachers, life histories and studies of curriculum and schooling. In I. F. Goodson, The making of curriculum: Collected essays (2nd ed., pp. 71–92). London: Falmer Press.
Goodson, I. F. (1995b). Education as a practical matter: Some issues and concerns. Cambridge Journal of Education, 25(2), 137–148. http://dx.doi.org/10.1080/0305764950250202
Goodson, I. F. (2003). Professional knowledge, professional lives: Studies in education and change. Maidenhead, Philadelphia: Open University Press.
Goodson, I. F. (2005). Learning, curriculum and life politics: The selected works of Ivor F. Goodson. Routledge: Abingdon.
Goodson, I. F. (2014) Curriculum, personal narrative and the social future. London, New York: Routledge.
Goodson, I. F., & Cole, A. (1993). Exploring the teacher’s professional knowledge. In D. McLaughlin & B. Tierney (Eds.), Naming silenced lives: Personal narratives and the process of educational change (pp. 71–94). London, New York: Routledge.
Goodson, I. F., & Hargreaves, A. (Eds.) (1996). Teachers’ professional lives. London, New York, Philadelphia: Falmer Press.
Goodson, I. F., & Sikes, P. (2001). Life history research in educational settings: Learning from live. Buckingham, Philadelphia: Open University Press.
Goodson, I. F., & Walker, R. (1991). Biography, identity and schooling: Episodes in education research. London, New York, Philadelphia: Falmer Press.
Hargreaves, A. (1994a). Dissonant voices: Teachers and the multiple realities of restructuring. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Hargreaves, A. (1994b). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. Toronto, New York: Teachers College Press.
Hargreaves, A. (1996). Revisiting voice. Educational Researcher, 25(1), 12–19. http://dx.doi.org/10.3102/0013189X025001012
Hargreaves, D. H., Hester, S. K., & Mellor, F. J. (1975). Deviance in classrooms. London: Routledge & Kegan Paul.
Harvey, D. (1989). The condition of postmodernity: An enquiry into the origins of cultural change. Oxford: Basil Blackwell.
Hobsbawm, E. (1994). Age of extremes: The short twentieth century, 1914–1991. London: Michael Joseph.
Klockars, C. B. (1975). The professional fence. London: Tavistock Publications.
Lawn, M. (1990). From responsibility to competency: A new context for curriculum studies in England and Wales. Journal of Curriculum Studies, 22(4), 388–392. http://dx.doi.org/10.1080/0022027900220409
Levinson, D. J. (1979). The seasons of a man’s life. New York: Ballantine Books. Levinson, D. J. (1996). The seasons of a woman’s life. New York: Alfred A. Knopf.
Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
Middleton, S. (1992). Developing a radical pedagogy: Autobiography of a New Zealand sociologist of women’s education. In I. F. Goodson (Ed.), Studying teachers’ lives (pp. 18–50). London: Routledge.
Nelson, M. (1992). Using oral histories to reconstruct the experiences of women teachers in Vermont, 1900–50. In I. F. Goodson (Ed.), Studying teachers’ lives (pp. 167–186). London: Routledge.
Robertson, S. L. (1993). Teachers’ labour and post-Fordism: An exploratory analysis (mimeo). Perth, Western Australia: Edith Cowan University.
Robertson, S. L. (2000). A class act: Changing teachers’ work, the state, and globalisation. New York: Garland/Falmer.
Russell, T., & Munby, H. (Eds.) (1992). Teachers and teaching: From classroom to reflection. London, New York, Philadelphia: Falmer Press.
Sheehy, G. (1976). Passages: Predictable crises in adult life. New York: Dutton. Sheehy, G. (1981). Pathfinders. London: Sidgwick & Jackson.
Sheehy, G. (1995). New passages: Mapping your life across time. Toronto: Random House of Canada.
Sikes, P. J., Measor, L., & Woods, P. (1985). Teachers’ careers: Crises and continuities. London, New York, Philadelphia: Falmer Press.
Smith, D. E. (1990). Conceptual practices of power: A feminist sociology of knowledge. Toronto: University of Toronto Press.
Thomas, W. I., & Znaniecki, F. (1927). The Polish peasant in Europe and America (2nd ed.). Chicago: University of Chicago Press.
Thompson, P. (1988). The voice of the past: Oral history (2nd ed.). Toronto: Oxford University Press.
Tripp, D. (1994). Teachers’ lives, critical incidents, and professional practice. International Journal of Qualitative Studies in Education, 7(1), 65–76. http://dx.doi.org/10.1080/0951839940070105
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).
