Enacting teacher education values

Duckworth, Vicky (2016) Enacting teacher education values. In: Crawley, Jim (ed). Post Compulsory Teacher Educators: Connecting Professionals. critical guides for teacher educators. Critical publishing, London. ISBN 9781910391860

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Abstract

The ways in which teachers educators construct their professional identity is an understudied area, however, there has been significant research on teacher identity with a focus on the impact of the ways in which their work is managed and regulated (Avis, 2003; Duckworth, 2013). The research highlights the global spread of performative ‘technobureaucratic managerialism’ (Ball et al. 1994, Apple 2000) and its frameworks evidenced in the studies of teachers’ lives and work (Troman et al. 2007, Hall and Noyes 2009) and Post Compulsory (PC) teacher educators (Duckworth et al 2016a). This chapter aims to unsettle the performative landscape that clouds may teacher educators professional landscapes; in doing so it offers an alternative more socially just vision of PC teacher education, underpinned by key uniting principles of practice, pedagogy, values and approaches which have the potential to empower and be empowering.

Item Type: Book Section
Additional Information: chapter 5
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LC Special aspects of education
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: Education
Date Deposited: 04 Aug 2016 15:20
URI: http://repository.edgehill.ac.uk/id/eprint/7890

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