ORCID
- Ulrike Hohmann: 0000-0002-7127-117X
- Nick Pratt: 0000-0002-7112-7792
- Peter Kelly: 0000-0002-1050-7433
Abstract
Within the context of lower secondary English teaching in South West England, this study identifies in broad terms the competing goals between which English teachers mediate and the explicit and hidden tensions that result. To understand the interactions of competing goals, teachers’ goal-oriented behaviours are referenced to a set of idealised ‘role types’ based on the dimensions of goals, norms, discourses and practices. It is asserted that competing goals, significant to particular educational circumstances, emanate from various sometimes contradictory local, national and perhaps broader social and cultural influences on practice. Yet the teachers observed moved smoothly between goal-oriented behaviours in a continuous and comfortable style, easily and without reflecting any tensions between them. Thus, this article elaborates an account of situated English teaching.
DOI
10.1080/01411926.2012.665433
Publication Date
2012-03-09
Publication Title
British Education Research Journal
Volume
39
ISSN
1469-3518
Recommended Citation
Kelly, P., Hohmann, U., Pratt, N., & Dorf, H. (2012) 'Teachers as mediators: an exploration of situated English teaching', British Education Research Journal, 39. Available at: https://doi.org/10.1080/01411926.2012.665433
