{"title":"支持教师的专业精神:肯尼斯·古德曼的遗产","authors":"Carol Gilles","doi":"10.1002/jaal.1307","DOIUrl":null,"url":null,"abstract":"<p>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. Pantić'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.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Supporting teachers' professionalism: A legacy of Kenneth Goodman\",\"authors\":\"Carol Gilles\",\"doi\":\"10.1002/jaal.1307\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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. Pantić'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.</p>\",\"PeriodicalId\":47621,\"journal\":{\"name\":\"Journal of Adolescent & Adult Literacy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2023-08-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Adolescent & Adult Literacy\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/jaal.1307\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Adolescent & Adult Literacy","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jaal.1307","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Supporting teachers' professionalism: A legacy of Kenneth Goodman
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. Pantić'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.
期刊介绍:
The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research