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Beginning teacher standards for physical education: Promoting a democratic ideal?
ARTICLE

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TATE Volume 28, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The framing of teaching standards within restrictive managerial or collaborative democratic ideologies impacts significantly on initial teacher education. Semi-structured interviews were used to explore teacher educators’ (n=13) perspectives on beginning teacher standards for physical education teacher education in Ireland. Teacher educators favoured a standards-based approach to support consensus within the profession and clear expectations for beginning teachers. They suggested that provision of quality assurance through increased accountability and regulation could enhance the status of the profession based on a democratic ideology of teacher professionalism. The potential of standards to foreground a particular ideology of teacher professionalism is discussed.

Citation

Ní Chróinín, D., Tormey, R. & O’ Sullivan, M. (2012). Beginning teacher standards for physical education: Promoting a democratic ideal?. Teaching and Teacher Education: An International Journal of Research and Studies, 28(1), 78-88. Elsevier Ltd. Retrieved April 7, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 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.2011.08.001

Keywords