Institutional conceptualisations of teacher education as academic work in England

Viv Ellis, Jane McNicholl, Anna Pendry

Research output: Contribution to journalArticleResearchpeer-review

38 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)685-693
Number of pages9
JournalTeaching and Teacher Education
Issue number5
Publication statusPublished - Jul 2012
Externally publishedYes


  • Conceptual distinctions
  • Higher education
  • Institutions
  • Teacher education
  • Work

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