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Institutional conceptualisations of teacher education as academic work in England
ARTICLE

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TATE Volume 28, Number 5, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Through an analysis of job recruitment texts, and interviews with academic leaders, this article shows how the university-based teacher educator is produced as a category of academic worker in England. Focussing on the discursive processes of categorisation provides insights into how English universities conceptualise teacher education. Variations in conceptualisations are noted within and between institutions, with the teacher educator produced as a hybrid or exceptional category. Often, variations are produced around a practitioner/researcher contradiction. The article concludes by asking whether such variations and potential lack of coherence matter, in the context of national policy and funding constraints, and internationally.

Citation

Ellis, V., McNicholl, J. & Pendry, A. (2012). Institutional conceptualisations of teacher education as academic work in England. Teaching and Teacher Education: An International Journal of Research and Studies, 28(5), 685-693. Elsevier Ltd. Retrieved July 16, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.02.004

Keywords