Bridging the divides: The need for a pragmatic semiotics of teacher knowledge research

Educational Theory

Volumn 55, Issue 4, 2005, Pages 421-442

  Rosiek, Jerry ^a,c   Atkinson, Becky ^b  

^a College of Education University ^*  (United States)

^b SAMFORD UNIVERSITY   (United States)

^c UNIVERSITY OF ALABAMA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 65249167530     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.2005.00004.x     Document Type: Article

References (74)

1. Several of these specific areas of research will be addressed in detail subsequently. Some examples of teacher knowledge research include Pamela Grossman, The Making of a Teacher: Teacher Knowledge and Teacher Education (New York: Teachers College Press, 1990);
2. Gaea Leinhardt, "Capturing Craft Knowledge in Teaching," Educational Researcher 19, no. 2 (1990): 18-25;
3. Lee Shulman, The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach, ed. Suzanne Wilson (San Francisco: Jossey-Bass, 2004);
4. Susan Noffke, "The Work and Workplace of Teachers in Action Research," Teaching and Teacher Education 8, no. 1 (1992): 15-29;
5. Mary Taylor Huber and Sherwyn Morreale, eds., Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground (Washington, D.C.: American Association for Higher Education and the Carnegie Foundation for the Advancement of Teaching, 2002);
6. Pat Hutchings, ed., Ethics of Inquiry: Issues in the Scholarship of Teaching and Learning (Menlo Park, California: Carnegie Foundation for the Advancement of Teaching, 2002).
7. See, for example, Grossman, The Making of a Teacher;
8. Deborah Ball, "Teacher Learning and the Mathematics Reforms: What We Think We Know and What We Need to Learn," Phi Delta Kappan 77, no. 7 (1996): 500-508;
9. Jean Clandinin and Michael Connelly, Narrative Inquiry (San Francisco: Jossey- Bass, 2000);
10. Marilyn Cochran-Smith and Susan Lytle, "Relationships of Knowledge and Practice: Teacher Learning in Communities," Review of Research in Education 24 (1999): 251-307;
11. and Gary Fenstermacher, "The Knower and Known," Review of Research in Education 20 (1994): 3-56.
12. Linda Darling-Hammond, "The Right to Learn and the Advancement of Teaching: Research Policy and Practice for Democratic Education," Educational Researcher 25, no. 6 (1996): 5-19; and Leinhardt, "Capturing Craft Knowledge in Teaching."
13. Michel Foucault, Power/Knowledge: Selected Interviews and Other Writings, 1972-1977, ed. Colin Gordon (New York: Pantheon Books, 1980);
14. John Dewey, The Philosophy of John Dewey, ed. John J. McDermott (Chicago: University of Chicago Press, 1973);
15. and Sue Vice, Introducing Bakhtin (Manchester: Manchester University Press, 1997).
16. Thomas Popkewitz, Struggling for the Soul: The Politics of Schooling and the Construction of the Teacher (New York: Teachers College Press, 1998).
17. Hervé Varenne and Ray McDermott, Successful Failure (Boulder, Colorado:Westview, 1997).
18. Lee Shulman, "Knowledge and Teaching: Foundations of the New Reform," Harvard Education Review 57, no. 1 (1987): 8.
19. Lee Shulman, "From Minsk to Pinsk: Why a Scholarship of Teaching and Learning?" Journal of Scholarship of Teaching and Learning 1, no. 1 (2000): 50.
20. Donna Qualters, "Do Students Want to Be Active?" Journal of Scholarship of Teaching and Learning 2, no. 1 (2001): 51-60.
21. Marilyn Cochran-Smith and Susan Lytle, eds., Inside Outside: Teacher Research and Knowledge (New York: Teachers College Press, 1993), 10.
22. Kurt Lewin, Resolving Social Conflicts (New York: Harper, 1948), 202-203.
23. Susan Noffke, "Professional, Personal, and Political Dimensions of Action Research," Review of Research and Education 22 (1997): 305-343.
24. Cochran-Smith and Lytle, Inside Outside.
25. Noffke, "Professional, Personal, and Political Dimensions of Action Research," 318.
26. Judy Buchanan, "Listening to Voices," in Inside Outside, eds. Cochran-Smith and Lytle, 216.
27. Ibid.
28. Cochran-Smith and Lytle, "Relationships of Knowledge and Practice," 292.
29. See, for example, Jean Clandinin and Michael Connelly, Narrative Inquiry (San Francisco: Jossey-Bass, 2000);
30. and Michael Connelly and Jean Clandinin, Shaping a Professional Identity (New York: Teachers College Press, 1999).
31. Connelly and Clandinin, Shaping a Professional Identity, 2-3.
32. Jean Clandinin and Michael Connelly, Teachers' Professional Knowledge Landscapes (New York: Teachers College Press, 1995), 7.
33. Jean Clandinin and Michael Connelly, "Teachers' Professional Knowledge Landscapes: Teacher Stories," Educational Researcher 25, no. 3 (1996): 25.
34. Clandinin and Connelly, Narrative Inquiry.
35. Connelly and Clandinin, Shaping a Professional Identity, 9-82, 135-170.
36. Ibid., 31.
37. See, for example, Popkewitz, Struggling for the Soul; and Henry Giroux, Pedagogy and the Politics of Hope: Theory, Culture, and Schooling (Boulder, Colorado:Westview Press, 1997).
38. Louis Althusser, Lenin and Philosophy (New York: Monthly Review, 1971), 86.
39. Noffke, "Professional, Personal, and Political Dimensions of Action Research," 330.
40. Daniel Liston and Ken Zeichner, Culture and Teaching (Mahwah, New Jersey: Lawrence Erlbaum, 1996), xi.
41. Ibid.
42. Ibid., 13.
43. Ferdinand de Saussure, Course in General Linguistics, eds. Charles Bally and Albert Sechehaye in collaboration with Albert Riedlinger, trans. Wade Baskin (New York: McGraw-Hill, 1966).
44. Jacques Derrida, Of Grammatology, trans. Gayatri Chakravorty Spivak (Baltimore: Johns Hopkins University, 1974).
45. Foucault, Power/Knowledge.
46. Ibid., 98.
47. Derrida, Of Grammatology, 49;
48. and John Sheriff, The Fate of Meaning: Charles Peirce, Structuralism, and Literature (Princeton: Princeton University Press, 1989), 32-50.
49. See, for example, Saussure, Course in General Linguistics, 68: "One remark in passing: when semi-ology becomes organized as a science, the question will arise whether or not it properly includes modes of expression based on completely natural signs, such as pantomime. Supposing that the new science welcomes them, its main concern will still be the whole group of systems grounded on the arbitrariness of the sign..Signs that are wholly arbitrary realize better than the others the ideal of the semiological process; that is why language, the most complex and universal of all systems of expression, is also the most characteristic; in this sense linguistics can become the master-pattern for all branches of semiology although language is only one particular semiological system."
50. Thomas Short, "Interpreting Peirce's Interpretant," Transactions of the Charles S. Peirce Society 32, no. 4 (1996): 488-541;
51. and Sheriff, The Fate of Meaning, 44-49.
52. Christopher Norris, Deconstruction and the Interest of Theory (Norman: University of Oklahoma Press, 1989), 9.
53. Teresa de Lauretis, Alice Doesn't: Feminism, Semiotics, Cinema (Bloomington: Indiana University Press, 1984), 1-11;
54. and Francxois Tochon, "Semiotic Consciousness in Education," International Journal of Applied Semiotics 3, no. 2 (2000): 3-8.
55. Charles Sanders Peirce, Philosophical Writings of Peirce, ed. Justus Buchler (New York: Dover Publications, 1955), 99.
56. Ibid., 99.
57. Vincent Colapietro, Peirce's Approach to the Self: A Semiotic Perspective on Human Subjectivity (Albany: SUNY Press, 1989), 57.
58. Kory S. Sorrell, Representative Practices (New York: Fordham University Press, 2004), 11.
59. Sheriff, The Fate of Meaning, 68.
60. Peirce, Philosophical Writings of Peirce, 79.
61. Sheriff, The Fate of Meaning, 68.
62. Peirce, Philosophical Writings of Peirce, 70.
63. Sheriff, The Fate of Meaning, 64.
64. Here Sheriff is paraphrasing Peirce; see Charles Sanders Peirce, The Collected Papers of Charles Sanders Peirce, vol. 1, eds. Charles Hartshorne and Paul Weiss (Cambridge, Massachusetts: Harvard University Press, 1931), 377.
65. Colapietro, Peirce's Approach to the Self, 24.
66. Thomas Kuhn, The Structure of Scientific Revolutions, 3d ed. (Chicago: University of Chicago Press, 1996).
67. Clandinin and Connelly, "Teachers' Professional Knowledge"; and Clandinin and Connelly, Narrative Inquiry.
68. Sheriff, The Fate of Meaning, 52-89;
69. Short, "Interpreting Peirce's Interpretant," 488-541;
70. Sorrell, Representative Practices, 9-29.
71. William James, The Varieties of Religious Experience (New York: Modern Library, 1936);
72. John Dewey, Art as Experience (New York: Perigee, 1934);
73. Richard Rorty, Philosophy and Social Hope (New York: Penguin, 2000);
74. and Stanley Fish, Is There a Text in This Class? The Authority of Interpretive Communities (Cambridge, Massachusetts: Harvard University Press, 1980).