Abstract
This paper presents research which uses the methodological framework of Personal Construct Theory (Kelly, 1955) to investigate Adult Learning tutors’ thinking in a context in which national policy has explicitly redefined
practice within the new theoretical paradigm of literacies as social practices. The data, gathered through reflective activities on a teacher education programme, suggests a slippery relationship between the espoused theory of policy and the implicit theories in use in practice. I begin to explore one way of reading
dissonances in the data using post modern theories; I propose that the ‘social practice model’ of literacies education may be read as a ‘text’ in which practitioners are making meaning of new theory in a construal process which is highly discursive and power-laden. In conclusion, I consider some possible implications of this perspective for teacher education.
practice within the new theoretical paradigm of literacies as social practices. The data, gathered through reflective activities on a teacher education programme, suggests a slippery relationship between the espoused theory of policy and the implicit theories in use in practice. I begin to explore one way of reading
dissonances in the data using post modern theories; I propose that the ‘social practice model’ of literacies education may be read as a ‘text’ in which practitioners are making meaning of new theory in a construal process which is highly discursive and power-laden. In conclusion, I consider some possible implications of this perspective for teacher education.
| Original language | English |
|---|---|
| Title of host publication | Connected Understanding: Linkages Between Theory and Practice in Adult Education |
| Subtitle of host publication | Proceedings of the 29th National Conference of the Canadian Association for the Study of Adult Education (CASAE) / L'Association Canadienne pour l'Etude de l'Education des Adultes (ACÉÉA) |
| Editors | Susan M Brigham, Donovan Plumb |
| Publisher | CASAE |
| Pages | 1-6 |
| Number of pages | 6 |
| ISBN (Print) | 978-1-895306-65-1 |
| Publication status | Published - 30 May 2010 |
| Event | Connected Understanding: Linkages between Theory and Practice in Adult Education Canadian Association for the Study of Adult Education - Montreal, Canada Duration: 29 May 2010 → 1 Jun 2010 |
Conference
| Conference | Connected Understanding: Linkages between Theory and Practice in Adult Education Canadian Association for the Study of Adult Education |
|---|---|
| Country/Territory | Canada |
| City | Montreal |
| Period | 29/05/10 → 1/06/10 |