Trace Elements Memorandum Report 436

A report regarding the distribution of the Leached Zone of the Bone Valley Formation, Land-Pebble Phosphate Field, Florida

Redefining professional identity: the voice of a language teacher in a context of collaborative learning

Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project ‘Languages and education: constructing and sharing train- ing’. This project aimed at the construction of a collaborative teacher education context for learning and transformation of experiences, views and practices in language education, and involved teachers, teacher educators and researchers. Based on a single case study, the analysis tries to disclose the teacher’s discur- sive displacements as hints of professional transformation while she reinterprets the learning taking place in the collaborative education process. The signs of change are visible in the way she constructs meanings regarding her professional identity, re-identifies her mission as a language teacher and reconsiders her pro- fessional identity. Finally, we reflect upon how collaborative teacher education scenarios may foster teachers’ personal professional learning and renewed self- images

Carr, Wilfred, Can Educational Research Be Scientific? pp. 77-86 in Wilfred Carr, For Education: Toward Critical Educational Inquiry. Bristol, PA: Open University Press, 1995. *

Contrasts scientific and interpretive questions in educational inquiry

Carr, Wilfred, Whatever Happened to Action Research? pp. 100-107 in Wilfred Carr, For Education: Toward Critical Educational Inquiry. Bristol, PA: Open University Press, 1995.*

Discusses the nature of action research in relation to its contrast with positivism

Carr, Wilfred, Educational Theory and its Relation to Educational Practice, pp. 100-109 in Noel Entwistle, ed., Handbook of Educational Ideas and Practices . New York: Routledge, 1990.*

Describes the evolution of five approaches to educational theory: common-sense, philosophical, applied science, practical, and critical

Carr, Wilfred, For Education: Toward Critical Educational Inquiry. Philadelphia: Open University Press, 1995.

Reprints eight previously published articles by the author; includes new material by Carr in introduction and epilogue and by Stephen Kemmis in prologue; demonstrates use of philosphical inquiry on theory/practice issues and educational inquiry generally

Revista interuniversitaria de formación del profesorado

Resumen basado en el de la publicaciónSe hace una revisión del libro Becoming Critical, veinticinco años después de su publicación en España. Sugiere revisar su idea de profesor investigador en las condiciones actuales de trabajo del profesorado, la transformación que ha sufrido la investigación-acción y, en general, las dificultades que hoy encuentra el profesorado ante el auge de la racionalidad técnica y el cientificismo. Se trata de cuestionar la adscripción de Becoming Critical al pensamiento moderno para ver si tiene vigencia la idea de emancipación y de investigación- acción crítica, y si, por otra parte, deben ser incorporadas determinadas aportaciones del pensamiento posmoderno.Madrid (Comunidad Autónoma). Subdirección General de Formación del Profesorado. CRIF Las Acacias; Calle General Ricardos 179; 28025 Madrid; Tel. +34915250893; Fax +34914660991; [email protected]