Academic work and proletarianisation: A study of higher education-based teacher educators

Ellis, Viv; McNicholl, Jane; Blake, Allan; McNally, Jim

doi:10.1016/j.tate.2014.01.008

Cited by 71 publications

(67 citation statements)

References 36 publications

(27 reference statements)

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“…CHAT emphasizes mediating artefacts and the role of the linguistic, social, cultural and historical contexts in human activity, development and construction of meaning [23]. Physical and psychological mediating artefacts are central to both human learning and cultural development, and the cultural artefacts that are implemented will form human activities [24,25]. The cultural-historical theory framework implies a belief in the human ability to reform both artefacts and established cultures [24].…”

Section: Research Question Main Goals and Theoretical Frameworkmentioning

confidence: 99%

“…It is crucial, in my opinion, to view this in conjunction with the tacit assessment culture. CHAT emphasizes that the implemented physical and psychological cultural tools will have a formative function for human activities [24,25]. In this case, it appears that the informant groups have been affected and formed by the assessment routines of which they are critical.…”

Section: Summative Implicit and Ambiguous Assessment Toolsmentioning

confidence: 99%

“…Moreover, this indicates a need to establish additional collective discussion forums across the activity systems, to further develop both established artefacts and assessment ideals. From a cultural-historical theory perspective, such a collective discussion on both rules and mediating artefacts would be a determining factor for further development, based on the idea that human learning creates meaning through active participation, the use of artefacts, and communication in social communities [24,25]. This highlights the need to include students in these discussions, something which is supported by Hamberg, Bakken & Dammen [22], who point out the importance of increasing students' understanding of the significance of assessments in terms of motivation and learning.…”

Section: Summative Implicit and Ambiguous Assessment Toolsmentioning

confidence: 99%

“…It is possible to view these replies as based on a perspective of change and development within the cultural-historical theoretical framework. CHAT emphasizes change and system development through activity, dialogue and the creation of meaning in a social community, and accentuates the opportunity for people to change their mediating tools and cultures [23][24][25]. The fact that all three groups wish to make assessments an issue of collaboration signifies a belief in change through collective discussions in an expanded community.…”

Section: Establish Framework Artefacts and Division Of Labour For Smentioning

confidence: 99%

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Feedback and Assessment in the New Kindergarten Teacher Education in Norway

Haukenes¹

2017

ujer

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This paper investigates the feedback and assessment routines that are being established in the subject of pedagogy in the new model of Kindergarten Teacher Education (Barnehagelaererutdanning -BLU) in Norway. This scope is chosen due to the particular role of the subject of pedagogy in strengthening the understanding of the practice field, and in ensuring a coherent, professionally oriented perspective. The data comprise group interviews with three pedagogy teachers, two pedagogues from in-service kindergartens and one interview with one student. The gathered data were analysed according to guidelines for qualitative content analysis [1], and interpreted in the light of Cultural-Historical Activity Theory (CHAT). Results show that pedagogues both at BLU and in-service kindergartens experience many challenges connected to formative assessment and feedback practice: (a) a tacit, private and low-priority assessment culture; (b) current practice characterized by summative assessment methods; and (c) minimal collaboration between involved participants. In conclusion, the paper suggests the following improvements in the area of feedback and assessment in the new BLU: (a) establishing a closer and more reciprocal collaboration between all participants; (b) encouraging a shared understanding of central goals and methods in formative assessment, and (c) increasing the status of assessment work and ensuring time resources to involved teachers.

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Section: Research Question Main Goals and Theoretical Frameworkmentioning

confidence: 99%

Section: Summative Implicit and Ambiguous Assessment Toolsmentioning

confidence: 99%

Section: Summative Implicit and Ambiguous Assessment Toolsmentioning

confidence: 99%

Section: Establish Framework Artefacts and Division Of Labour For Smentioning

confidence: 99%

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Feedback and Assessment in the New Kindergarten Teacher Education in Norway

Haukenes¹

2017

ujer

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“…To some extent the excessive workload perceived by lecturers in professional fields may be attributed to the strong partnership with employers and with knowledge exchange and in the case of teacher educators a key aspect of this time-consuming work that has been termed 'relationship maintenance' (Ellis et al, 2014). Some of the pressures on this particular group of academic staff may be related to their lack of research experience and doctoral qualifications on appointment.…”

Section: Hyper-expansive Workplacesmentioning

confidence: 99%

Evaluating academic workplaces: the hyper-expansive environment experienced by university lecturers in professional fields

Boyd

Smith

Beyaztaş

2014

International Journal for Academic Development

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Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form• a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way• all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item• refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation• remove or alter the copyright statement on an item.The full policy can be found here. Alternatively contact the University of Cumbria Repository Editor by emailing insight@cumbria.ac.uk. This post-print version of the paper was published in the journal AcknowledgementsThe original data collection for this project was funded by the Higher Education Academy (HEA). Notes on contributorsPete Boyd is a Reader in Professional Learning based in the Graduate School at the University of Cumbria with an academic development and research capacity building role.Caroline Smith is a Senior Lecturer in the Department of Rehabilitation and Social Work at the University of Cumbria.Her background was working as a physiotherapist and manager in the NHS before moving to higher education.Dilek Ilhan Beyaztas is a research assistant at Hacettepe University in Turkey who completed an academic visit to the University of Cumbria during 2013. Evaluating Academic Workplaces: the hyper-expansive environment experienced by university lecturers in professional fieldsAcademic developers need to understand the situated workplaces of the academic tribes they are supporting. This study proposes the use of the expansive-restrictive workplace learning environment continuum as a tool for evaluation of academic workplaces. The tool is critically appraised through its application to the analysis of workplace experience questionnaire responses from higher education lecturers in nursing and midwifery in the UK. The analysis identified excessive professional learning expectations and opportunities for these lecturers that we describe as a hyper-expansive workplace environment. We conclude that these academics need support to identify priorities and to develop synergy between areas of their work by focusing on the links between research, teaching and knowledge exchange activity. Used within an ethical research framework the expansive-restrictive continuum provides a useful tool for academic developers to understand subject discipline specific academic...

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Resisting and Reclaiming the Global Discourse of Leadership

Anderson¹,

López²

2017

The Wiley International Handbook of Educational Leadership

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Academic work and proletarianisation: A study of higher education-based teacher educators

Cited by 71 publications

References 36 publications

Feedback and Assessment in the New Kindergarten Teacher Education in Norway

Feedback and Assessment in the New Kindergarten Teacher Education in Norway

Evaluating academic workplaces: the hyper-expansive environment experienced by university lecturers in professional fields

Resisting and Reclaiming the Global Discourse of Leadership

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