Institutional conceptualisations of teacher education as academic work in England
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 univers...
| Main Authors: | , , |
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| Format: | Journal article |
| Language: | English |
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2012
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| _version_ | 1797078597432770560 |
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| author | Ellis, V Mcnicholl, J Pendry, A |
| author_facet | Ellis, V Mcnicholl, J Pendry, A |
| author_sort | Ellis, V |
| collection | OXFORD |
| description | 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. © 2012 Elsevier Ltd. |
| first_indexed | 2024-03-07T00:34:07Z |
| format | Journal article |
| id | oxford-uuid:80ce488b-b36c-4eae-8d4f-0dd61fa81586 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T00:34:07Z |
| publishDate | 2012 |
| record_format | dspace |
| spelling | oxford-uuid:80ce488b-b36c-4eae-8d4f-0dd61fa815862022-03-26T21:25:59ZInstitutional conceptualisations of teacher education as academic work in EnglandJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:80ce488b-b36c-4eae-8d4f-0dd61fa81586EnglishSymplectic Elements at Oxford2012Ellis, VMcnicholl, JPendry, AThrough 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. © 2012 Elsevier Ltd. |
| spellingShingle | Ellis, V Mcnicholl, J Pendry, A Institutional conceptualisations of teacher education as academic work in England |
| title | Institutional conceptualisations of teacher education as academic work in England |
| title_full | Institutional conceptualisations of teacher education as academic work in England |
| title_fullStr | Institutional conceptualisations of teacher education as academic work in England |
| title_full_unstemmed | Institutional conceptualisations of teacher education as academic work in England |
| title_short | Institutional conceptualisations of teacher education as academic work in England |
| title_sort | institutional conceptualisations of teacher education as academic work in england |
| work_keys_str_mv | AT ellisv institutionalconceptualisationsofteachereducationasacademicworkinengland AT mcnichollj institutionalconceptualisationsofteachereducationasacademicworkinengland AT pendrya institutionalconceptualisationsofteachereducationasacademicworkinengland |