Why Best Practice Is Not Good Enough
Bibliographic Data
| ID | 10818664 |
|---|---|
| Authors | Julian Edge (Aston University), Katharine Richards (0000-0001-8170-6512), Keith Richards (0000-0002-5158-8209, Aston University) |
| Year | 1998 |
| Volume | 32 |
| Issue | 3 |
| Pages | 569 |
| Publication date | 1998-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3588127 |
| OpenAlex | W2062273198 |
| Language | EN |
| Citations received | 5 |
| References cited | 4 |
The editors of this volume assert that accounts of properly justified and fully contextualised responses to actual teaching (and teacher education) situations provide a valuable resource for professional development. We identify fully with this assertion and with the editors' stated intention to give such reports more attention than has previously been the case in TESOL Quarterly. Our concern in this piece is to take this position further by arguing that the concept of best practice is an illegitimate importation from an inappropriate paradigm and that its use threatens to undermine the very values that its proponents espouse
Best practice · Political science · Education and Critical Thinking Development · Law · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
Reflective practice in a pre-service teacher education program for high school English teachers in Taiwan, ROC
Teacher-Researcher Collaboration or Teachers' Research
Using critical incidents and E-Portfolios to understand the emergent practice of Japanese student-teachers of English
Keeping educational research close to practice
| Citations per year | 0.2 |
|---|---|
| Citation span | 2001 - 2021 (21) |
| Highly cited | No |