Teaching as a Disciplined Act: A Grounded Theory

Abstract

This study aimed to explore why language teaching in public high schools in Iran is so shallow and disconnected from scholarship. Interview data were collected and analysed through the grounded theory procedures. Iterative data collection and analysis yielded teaching as a disciplined act as the core category. Teachers do as they are told because binding directives and circulars specify a set of permissible acts. This set of acts is then naturalised as good practice through teaching teams, evaluation scheme and promotion criteria. Disciplined practice entails deskilling since teachers don't find a chance to use their professional knowledge and skills. [ABSTRACT FROM AUTHOR]