Authoring oneself and being authored as a competent teacher

Hall, Kathy; Conway, Paul F.; Murphy, Rosaleen; Long, Fiachra; Kitching, Karl; O'Sullivan, Dan

doi:10.1080/03323315.2011.649402

Cited by 22 publications

(12 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers at all stages of their careers, including beginning teachers, need to be initiated into and develop their identities as literacy teachers (Coldron and Smith 1999) and to learn to support adolescent literacy development in schools over sustained periods of 2-3 years. This reality and the findings emerging from this paper, and other papers based on LETS (see Hall et al 2012;Long et al 2012), are illustrative of the on-going need for support of and cooperation with schools on matters pertaining to literacy development by ITE providers, as well as highlighting the need for further research in this critical area of literacy teacher education and deepening teachers' understandings and practices of literacy development at all stages (McLean and Rowsell 2013).…”

Section: European Journal Of Teacher Education 341mentioning

confidence: 79%

The emergence of reading literacy in post-primary teacher education: from the background to the foreground

Murphy

Conway

Murphy

et al. 2013

European Journal of Teacher Education

Self Cite

View full text Add to dashboard Cite

While recognising the fact that historically teacher education and adolescent literacy are two fields that have had limited intellectual contact, the development of reading literacy is increasingly now accepted internationally as a core responsibility of all teachers and teacher educators. Adopting a socio-cultural perspective, this paper, drawn from the Learning to Teach Study, focused on the beliefs, knowledge and experiences regarding reading literacy of Irish post-primary student teachers on one initial teacher education (ITE) programme. The data were collected through three interviews with each of 17 student teachers. Results suggest that the surveyed student teachers had some concerns about their own literacy, had narrow conceptions of literacy, tended not to see it as their responsibility, held a minimal threshold view of literacy and viewed new digital technologies as a resource and motivator for their students' literacy learning. Results are discussed in terms of how student teachers' knowledge of literacy in ITE programmes could be reframed, extended and deepened.

show abstract

Section: European Journal Of Teacher Education 341mentioning

confidence: 79%

The emergence of reading literacy in post-primary teacher education: from the background to the foreground

Murphy

Conway

Murphy

et al. 2013

European Journal of Teacher Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Reflecting system-level awareness of the importance of promoting school effectiveness and renewal, highlighted in system-level review and analysis in the 1990s, the School Development Planning Service at both primary and post-primary levels is intended to support schools with their development planning needs (Coolahan 2003 As we noted earlier, Ireland has tended to pride itself on an excellent education system and on the quality of its teachers (Coolahan 2007;Hislop 2011;O'Doherty 2009;Hall et al 2012). A survey, based on a nationally representative sample of the public, commissioned by the TC in 2010 found that '.…”

Section: Background To Teacher Education Policymentioning

confidence: 97%

A rising tide meets a perfect storm: new accountabilities in teaching and teacher education in Ireland

Conway

Murphy

2013

Irish Educational Studies

Self Cite

View full text Add to dashboard Cite

“…The hidden work of affective economies -in particular, of working on oneself -is not equally shared or recognised over time between student teachers and with established teachers (Hochschild 1983;Hall et al 2012;Long et al 2012;Lynch, Grummell, and Devine 2012). Of course, as the 'demographic imperative' might remind us, some (minoritised subjects) never get to participate in this work in the first place (Lowenstein 2009).…”

Section: Introductionmentioning

confidence: 93%

Knowing how to feel about the Other? Student teachers, and the contingent role of embodiments in educational inequalities

Kitching

O’Brien

Long

et al. 2014

Pedagogy, Culture & Society

Self Cite

View full text Add to dashboard Cite

This paper explores affective dimensions to the positioning of teachers within persistent educational inequalities. Drawing on Sara Ahmed's concept of 'affective economies', we argue that inequalities are not maintained through how teachers and student teachers 'feel about' 'different' students per se. Rather, the very possibility of becoming a particular subject and object of feeling is itself already part of the production of learner differences and inequalities. We examine how affects circulate to shape particular objects (e.g. a teacher's physical body) and collective attachments to particular signs (e.g. 'the national teaching body'). We argue that contemporary changes to Irish and European teacher education policy reinforce rather than question educational inequalities. They produce and align 'shock' at student underachievement with teachers' physical and collective bodies, while 'sympathetically' responsibilising teachers to professionalise in order to cope with or compensate for persistently 'different' and/or underachieving students. To explain how this process is lived and resisted, an analysis of interviews with our own student teachers explores how the affective economy which constitutes teacher education may become contingently directed in socially just or unjust ways.

show abstract

Authoring oneself and being authored as a competent teacher

Cited by 22 publications

References 19 publications

The emergence of reading literacy in post-primary teacher education: from the background to the foreground

The emergence of reading literacy in post-primary teacher education: from the background to the foreground

A rising tide meets a perfect storm: new accountabilities in teaching and teacher education in Ireland

Knowing how to feel about the Other? Student teachers, and the contingent role of embodiments in educational inequalities

Contact Info

Product

Resources

About