Would it be more illuminating to actually go and see whether/how teachers
(or people) "plan and do" things...
... or whether they themselves see themselves as doing something
called "planning and doing"... or how they understand and go about
what they're doing...
Without concrete observations and understanding of how people engage in
"planning" and "doing" practices in practical, particular, situated
contexts... are we just "arm-chair-speculating" about
what people do and how they do what they do? Or are we imposing our own
analytical categories on them? Any such studies done that we
can draw on for any insights? And any workable and feasible methodology
for doing such a study?
Angel
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Angel M.Y. Lin
Doctoral Candidate
Modern Language Centre
Ontario Institute for Studies in Education
252 Bloor St. W., Toronto, ON M5S 1V6, Canada
E-Mail: MYLIN who-is-at OISE.ON.CA
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