Institutional conceptualisations of teacher education as academic work in England

Ellis, Vivian; McNicholl, Jane; Pendry, Anna

doi:10.1016/j.tate.2012.02.004

Cited by 38 publications

(34 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Accompanying this is an emerging scholarship around the kinds of work that university based TEs do (Murray, 2008;Ellis, McNicholl & Pendry, 2012;Nuttall et al 2013). …”

Section: Accepted For Publication Version -Pre--proof and Correctionsmentioning

confidence: 99%

“…In England, Ellis, McNicholl and Pendry (2012) describe how it is possible to interpret TE as a troublesome category of academic worker by virtue of universities' contradictory expectations of TEs and their work. Reinforcing this sentiment is a sense that TEs may be considered reluctant researchers (Saito, 2013), or that they work under conditions where research is difficult to conduct (Brennan & Willis, 2009) or in situations where their capacity for research is still to be built (Hill & 1 Recent changes (1 July 2015) in NZ have added a requirement for teachers to possess an ongoing certification to teach.…”

Section: Accepted For Publication Version -Pre--proof and Correctionsmentioning

confidence: 99%

See 1 more Smart Citation

The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

Gunn

Hill

Berg

et al. 2016

Asia-Pacific Journal of Teacher Education

View full text Add to dashboard Cite

The study of recruitment practices for teacher educators in Aotearoa New Zealand (NZ) universities reveals the academic category of teacher educator along three related trajectories: a professional expert (not required to research), a traditional academic (not required to hold a teaching qualification or teacher's practicing certificate), and one who is dually qualified, to teach (as a registered NZ teacher) and to research. It is the dually qualified type of teacher educator who can service the full scope of university based initial teacher education (ITE). Recent recruitment practices have however focused on employment of professional experts and traditional academics.Drawing from document analyses and interviews we present a picture of changing teacher educators' work. Our study argues that policy environments and universities' responses are changing objects, rules and divisions of labour in university based ITE.We comment on the evolution ITE in NZ, its likely trajectory, and its potential for development.

show abstract

“…Accompanying this is an emerging scholarship around the kinds of work that university based TEs do (Murray, 2008;Ellis, McNicholl & Pendry, 2012;Nuttall et al 2013). …”

Section: Accepted For Publication Version -Pre--proof and Correctionsmentioning

confidence: 99%

Section: Accepted For Publication Version -Pre--proof and Correctionsmentioning

confidence: 99%

The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

Gunn

Hill

Berg

et al. 2016

Asia-Pacific Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

“…International research similar to our own was identified through systematic search procedures as described by Depaepe, Verschaffel and Kelchtermans (2013). Work by Adamson (2012), Delandshere andPetrosky (2004), Ellis, McNicholl and Pendry (2012), Sleeter (2008), Zeichner (2010) was identified. It suggested similar ideas, that certain common policy presuppositions can be identified regarding teacher education programmes in advanced knowledge-based economies and at the level of institutions (Hökkä, Eteläpelto, & Rasku-Puttonen, 2010) and that a recent ideological and rather unscientific policy process had emerged challenging these intentions (Reid & O'Donoghue, 2004) and the development of critically conscious and creative teaching professionals (Garm & Karlsen, 2004;Zeichner, 2010).…”

Section: The Research Focusmentioning

confidence: 99%

“…This might not be uncommon also internationally if we read with for instance Adamson (2012), Apple (2001), Delandshere and Petrosky (2004), Reid and O'Donoghue (2004) and Zeichner (2010). In addition, teacher educators seem to have been unable to develop effective strategies for communicating the importance of a broader conception of professional knowledge needs for teaching in teacher education (Ellis, McNicholl & Pendry, 2012;Hökkä, Eteläpelto, & Rasku-Puttonen, 2010).…”

Section: Teacher Education Policies Seem To Be Based On Ideologicallymentioning

confidence: 99%

“…The mediating constructions operating at curriculum level between society and teacher educators (Hökkä, Eteläpelto, & Rasku-Puttonen, 2010), ideology and social formation (Popkewitz, 1994), the capacity of teacher education to educate critically conscious professionals (Reid & O'Donoghue, 2004;Zeichner, 2010) and how teacher education operates as academic work (Ellis, McNicholl & Pendry, 2012) have been focused on, and similar policy developments have been described in many countries (see e.g. Karras & Wolhuter's, 2010;Garm & Karlsen, 2004;Sleeter, 2008).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes

Beach

Bagley

Eriksson

et al. 2014

Teaching and Teacher Education

View full text Add to dashboard Cite

Player-Koro, C. (2014) 'Changing teacher education in Sweden : using meta-ethnographic analysis to understand and describe policy making and educational changes.', Teaching and teacher education., 44 . pp. 160-167. Further information on publisher's website:http://dx.doi.org/10.1016/j.tate.2014.08.011Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be re ected in this document. Changes may have been made to this work since it was submitted for publication. A de nitive version was subsequently published in Teaching and Teacher Education, 44, 2014, 10.1016/j.tate.2014.011. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Based on a meta-ethnographic analysis of the policy ethnographies the article illustrates resistance toward unification and raises critical questions concerning the intellectual foundations and integrity of reform processes. Attempts are also made to locate the disclosures in relation to international research.

show abstract

Sliding subject positions: knowledge and teacher educators

Brown

Rowley

Smith

2015

British Educational Res J

View full text Add to dashboard Cite

In England, adjustments to policy in teacher education have had implications for how subject knowledge is understood and for how job descriptions are defined. That is, the interface between teacher educator and subject knowledge representation has been changing. This paper reports on a wider study that considers the experience of university teacher educators adjusting to new academic and operational conditions. On the one hand, the teacher educators are confronted with their subject specialism being set according to new learning objectives and to new time and curriculum constraints. On the other hand, their professional identity is reshaped in response to structural changes to teacher education where earlier job definitions had been reconfigured or removed. The paper analyses resultant conceptions of subject knowledge and of teacher education emerging through this changing interface and how these conceptions are variously located across staffing arrangements. A Lacanian model of subjectivity provides a theoretical approach to depicting teacher educator and pre-service teacher identification with subject knowledge. The paper provides a theoretical account of how the teacher educator/trainee interface has been reshaped in line with the market-led terminology that governs current practices. Specifically, the analytical tools enable us to dismantle and restructure the prevalent symbolic order guiding current teacher practice and understanding, particularly our entrapment within specific discourses and identity constructs that shape our interactions with subject knowledge.

show abstract

Institutional conceptualisations of teacher education as academic work in England

Cited by 38 publications

References 13 publications

The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes

Sliding subject positions: knowledge and teacher educators

Contact Info

Product

Resources

About