Downes Lynn, Brosseuk Deb
Faculty of Education, Queensland University of Technology, School of Teacher Education and Leadership, 149 Victoria Park Road, Kelvin Grove, QLD 4059 Australia.
Faculty of Arts and Social Sciences, Sydney School of Education & Social Work, The University of Sydney, Room 429 Education Building A35, Sydney, NSW 2006 Australia.
Aust Educ Res. 2022;49(2):347-365. doi: 10.1007/s13384-021-00450-y. Epub 2021 May 19.
Negative portrayals in the Australian media situate teachers as a problem and teaching as a deficit practice. Society is positioning teachers, especially teachers of literacy, as the reason for poor student performance. In addition, negative media discourse around deficit initial teacher education, especially with regard to the teaching of reading and writing, is adding to the overall assumption that teachers of literacy are failing. This article highlights instances of teacher practice by literacy teachers during the global pandemic of COVID-19 which oppose the 'problem teacher' discourse. Snowball sampling was used to garner seven early years and primary school teachers for interviews, focussing on teacher perceptions of multimodal texts. A Foucaultian lens of governmentality and power and Fairclough's approach to Critical Discourse Analysis (CDA) were used as lens and method of analysis. The findings of this study indicate that these participant teachers have been sophisticated practitioners in their planning and practice during the pandemic, despite the institutional barriers and extreme disruptions experienced. On reflection, therefore, the constructed societal discourse around 'problem teachers' needs to be reviewed and adjusted.
澳大利亚媒体的负面报道将教师视为问题所在，将教学视为一种有缺陷的实践。社会将教师，尤其是读写教师，定位为学生成绩不佳的原因。此外，媒体围绕初始教师教育缺陷的负面话语，尤其是在阅读和写作教学方面，加剧了人们对读写教师正在失败的总体看法。本文重点介绍了在新冠疫情全球大流行期间，读写教师的教学实践实例，这些实例与“问题教师”的话语相悖。采用滚雪球抽样法，招募了七名幼儿教师和小学教师进行访谈，重点关注教师对多模态文本的看法。以福柯的治理与权力视角以及费尔克劳夫的批判性话语分析（CDA）方法作为分析视角和方法。本研究结果表明，尽管在疫情期间经历了制度障碍和极端干扰，但这些参与研究的教师在规划和实践中一直是经验丰富的从业者。因此，经过反思，围绕“问题教师”构建的社会话语需要重新审视和调整。
