Abstract
As concerns spread about the capacity of teacher education programmes to prepare preservice teachers for entry into the teaching profession, literature and policy have begun to scrutinise the knowledge and skills of teacher educators. Some publications have focused on the professional development needed by teacher educators to align their teaching with standards-based reform policies. Little attention has been paid, though, to the complex ways teacher educators, individually and in communities, negotiate these policies in the course of their day-to-day practices. This qualitative study examines how standards-based reforms have come to dominate teacher education policy in the English speaking world, and how they have influenced the practices and identities of teacher educators over the past three decades. It employs reflexive autobiographical narratives written by five English teacher educators from different generations in one Australian university to investigate how their practices and identities are shaped by, or resistant to, the de-professionalising potential of standards-based reforms. The authors advocate for the concept of ideological becoming to better understand the formation and development of English teacher educators, and they identify a number of ‘enablers’ which can activate and sustain teacher educators’ becoming throughout their careers.
| Original language | English |
|---|---|
| Number of pages | 19 |
| Journal | Oxford Review of Education |
| DOIs | |
| Publication status | Accepted/In press - 2019 |
Keywords
- autobiography
- English teacher education
- identity work
- ideological becoming
- narrative
- standards-based reforms
Cite this
}
The becoming of English teacher educators in Australia : a cross-generational reflexive inquiry. / Parr, Graham; Bulfin, Scott; Diamond, Fleur; Wood, Narelle; Owen, Ceridwen.
In: Oxford Review of Education, 2019.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - The becoming of English teacher educators in Australia
T2 - a cross-generational reflexive inquiry
AU - Parr, Graham
AU - Bulfin, Scott
AU - Diamond, Fleur
AU - Wood, Narelle
AU - Owen, Ceridwen
PY - 2019
Y1 - 2019
N2 - As concerns spread about the capacity of teacher education programmes to prepare preservice teachers for entry into the teaching profession, literature and policy have begun to scrutinise the knowledge and skills of teacher educators. Some publications have focused on the professional development needed by teacher educators to align their teaching with standards-based reform policies. Little attention has been paid, though, to the complex ways teacher educators, individually and in communities, negotiate these policies in the course of their day-to-day practices. This qualitative study examines how standards-based reforms have come to dominate teacher education policy in the English speaking world, and how they have influenced the practices and identities of teacher educators over the past three decades. It employs reflexive autobiographical narratives written by five English teacher educators from different generations in one Australian university to investigate how their practices and identities are shaped by, or resistant to, the de-professionalising potential of standards-based reforms. The authors advocate for the concept of ideological becoming to better understand the formation and development of English teacher educators, and they identify a number of ‘enablers’ which can activate and sustain teacher educators’ becoming throughout their careers.
AB - As concerns spread about the capacity of teacher education programmes to prepare preservice teachers for entry into the teaching profession, literature and policy have begun to scrutinise the knowledge and skills of teacher educators. Some publications have focused on the professional development needed by teacher educators to align their teaching with standards-based reform policies. Little attention has been paid, though, to the complex ways teacher educators, individually and in communities, negotiate these policies in the course of their day-to-day practices. This qualitative study examines how standards-based reforms have come to dominate teacher education policy in the English speaking world, and how they have influenced the practices and identities of teacher educators over the past three decades. It employs reflexive autobiographical narratives written by five English teacher educators from different generations in one Australian university to investigate how their practices and identities are shaped by, or resistant to, the de-professionalising potential of standards-based reforms. The authors advocate for the concept of ideological becoming to better understand the formation and development of English teacher educators, and they identify a number of ‘enablers’ which can activate and sustain teacher educators’ becoming throughout their careers.
KW - autobiography
KW - English teacher education
KW - identity work
KW - ideological becoming
KW - narrative
KW - standards-based reforms
UR - http://www.scopus.com/inward/record.url?scp=85074050134&partnerID=8YFLogxK
U2 - 10.1080/03054985.2019.1667319
DO - 10.1080/03054985.2019.1667319
M3 - Article
JO - Oxford Review of Education
JF - Oxford Review of Education
SN - 0305-4985
ER -