Abstract
Offering to present at the VATE State Conference can seem an overwhelming task, particularly as the demands on teachers' time continue to increase. In this article, we explore our process from pitching, to planning, to presenting, and argue that despite its challenges it is an invaluable undertaking. It aims to challenge teachers to consider how presenting may increase their sense of autonomy over their work in a space where the reigns are continually assumed by government and curriculum bodies. We muse on the potential for conference presenting to sustain teachers intellectually and contextualise their work in a way that increases their sense of its academic merit.
Original language | English |
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Pages (from-to) | 49-51 |
Number of pages | 3 |
Journal | Idiom |
Volume | 54 |
Issue number | 1 |
Publication status | Published - 2018 |
Externally published | Yes |