Supporting Teachers' Professionalism: A Legacy of Kenneth Goodman
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| Title: | Supporting Teachers' Professionalism: A Legacy of Kenneth Goodman |
|---|---|
| Language: | English |
| Authors: | Gilles, Carol (ORCID |
| Source: | Journal of Adolescent & Adult Literacy. Sep-Oct 2023 67(2):122-131. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Whole Language Approach, Linguistic Theory, Student Centered Learning, Experiential Learning, Language Teachers, Professionalism, Professional Autonomy |
| DOI: | 10.1002/jaal.1307 |
| ISSN: | 1081-3004 1936-2706 |
| Abstract: | Whole language (WL), emerging in the late 1970s, was a theory-in-practice, grass-roots teachers' movement that dramatically changed classrooms worldwide. With an emphasis on student-centered, meaning-focused, experiential, and interactive engagement with the curriculum, this movement offered more choices and possibilities for classroom teachers and students. Using a systematic historical and archival inquiry of the written words of Ken Goodman, considered the founder of WL, and selected archival documents, I describe his influence on WL teachers' professionalism from mid-1970s through mid-1990s. Through his research, writings, and presentations, he positioned teachers as informed, empowered creators of curricular knowledge, instead of passive consumers and script-followers. Pantic's (2017) model of teacher agency for social justice frames this inquiry and further explicates how WL teachers became agentic. The study concludes with reminders of Goodman's influence today. His respect and subsequent actions to further teachers' agency provides guidance as we address contemporary teacher challenges. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1390507 |
| Database: | ERIC |
| Abstract: | Whole language (WL), emerging in the late 1970s, was a theory-in-practice, grass-roots teachers' movement that dramatically changed classrooms worldwide. With an emphasis on student-centered, meaning-focused, experiential, and interactive engagement with the curriculum, this movement offered more choices and possibilities for classroom teachers and students. Using a systematic historical and archival inquiry of the written words of Ken Goodman, considered the founder of WL, and selected archival documents, I describe his influence on WL teachers' professionalism from mid-1970s through mid-1990s. Through his research, writings, and presentations, he positioned teachers as informed, empowered creators of curricular knowledge, instead of passive consumers and script-followers. Pantic's (2017) model of teacher agency for social justice frames this inquiry and further explicates how WL teachers became agentic. The study concludes with reminders of Goodman's influence today. His respect and subsequent actions to further teachers' agency provides guidance as we address contemporary teacher challenges. |
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| ISSN: | 1081-3004 1936-2706 |
| DOI: | 10.1002/jaal.1307 |
