Institutional conceptualisations of teacher education as academic work in England

Institutional conceptualisations of teacher education as academic work in England

Veure altres versions (2)

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...

Descripció completa

Dades bibliogràfiques
Autors principals:	Ellis, V, Mcnicholl, J, Pendry, A
Format:	Journal article
Idioma:	English
Publicat:	2012

Ítems similars

Institutional conceptualisations of teacher education as academic work in England
per: Ellis, V, et al.
Publicat: (2012)

Institutional conceptualisations of teacher education as academic work in England
per: Ellis, V, et al.
Publicat: (1970)

The Work of Teacher Education in England and Scotland: institutional conditions and the material conditions of work
per: McNicholl, J, et al.
Publicat: (1970)

Academic work and proletarianisation: A study of higher education-based teacher educators
per: Ellis, V, et al.
Publicat: (2014)

Introduction to the special issue on the work of teacher education: policy, practice and institutional conditions INTRODUCTION
per: Mcnicholl, J, et al.
Publicat: (2013)

Student teachers' perceptions of the effects of poverty on learners' educational attainment and well-being: perspectives from England and Scotland
per: Thompson, I, et al.
Publicat: (2016)

Conceptualising the impact of initial teacher education
per: Ell, F, et al.
Publicat: (2018)

Conceptualising educational provision for unaccompanied asylum-seeking children in England
per: Ott, EM, et al.
Publicat: (2019)

Impoverishing experience: The problem of teacher education in England?
per: Ellis, V
Publicat: (2010)

Conceptualising the re-design of the curriculum for teacher education
per: Gawie du Toit
Publicat: (2011-08-01)

Conceptualising the re-design of the curriculum for teacher education
per: Gawie du Toit
Publicat: (2011-08-01)

Conceptualising teachers’ advocacy as comedic trickster behaviour: Implications for teacher education
per: Mary Rice, et al.
Publicat: (2015-08-01)

Conceptualisation and Research of Teachers’ Professional Development
per: Nataša A. Vujisić Živković, et al.
Publicat: (2019-11-01)

The conceptualisation of quality of working life
per: C. Orpen
Publicat: (1981-11-01)

Academic work and identities in teacher education /
per: Murray, Jean, editor, et al.
Publicat: (2014)

Conceptualising ‘Disaster Education’
per: Kaori Kitagawa
Publicat: (2021-05-01)

Transforming teacher education, an activity theory analysis
per: Mcnicholl, J, et al.
Publicat: (2013)

What is formative assessment? Conceptualisation and level of knowledge of basic education teachers
per: Maite Zubillaga-Olague, et al.
Publicat: (2025-01-01)

Conceptualising the Integration of Action Research into the Practice of Teacher Education Universities in Kazakhstan
per: Aiman Berikkhanova, et al.
Publicat: (2023-10-01)

Science teachers teaching outside of subject specialism: Challenges, strategies adopted and implications for initial teacher education
per: Childs, A, et al.
Publicat: (2007)

The English Proficiency of the Academics of the Teacher Training and Education Institutions
per: Ali Saukah
Publicat: (2016-02-01)

Pedagogical choices to integrate theory and practice: Conceptualisation and insights for literacy teacher education
per: Zelda Barends
Publicat: (2022-03-01)

The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty
per: Burn, K, et al.
Publicat: (2016)

Taking a sociocultural perspective on science teachers’ knowledge. In Cultural-Historical Perspectives on Teacher Education and Development
per: Childs, A, et al.
Publicat: (2009)

A difficult realisation: the proletarianisation of higher education-based teacher educators
per: Ellis, V, et al.
Publicat: (2013)

Conceptualising And Operationalising Work Versus Career Salience
per: Stuart Allen, et al.
Publicat: (2002-09-01)

Conceptualisations of multilingualism in early childhood teacher education: Ideological and implementational spaces in policy texts
per: Gunhild Tomter Alstad
Publicat: (2024-02-01)

The meaning of work for teachers in educational institutions in the department of magdalena
per: K. L. Perez Correa, et al.
Publicat: (2024-04-01)

A metamorphosis of sorts: Conceptualising women’s academic identities in Australian academia
per: Matthew J. Phillips
Publicat: (2024-06-01)

Teachers’ professional digital competence: an overview of conceptualisations in the literature
per: Ewa Skantz-Åberg, et al.
Publicat: (2022-12-01)

South African teachers’ conceptualisations of gradient: A study of historically disadvantaged teachers in an Advanced Certificate in Education programme
per: Vimolan Mudaly, et al.
Publicat: (2011-09-01)

Conceptualising Student Engagement in Higher Education
per: Catherine Picton, et al.
Publicat: (2024-12-01)

Conceptualisation of higher education: The neoliberal approach
per: Đuković Anđela
Publicat: (2019-01-01)

Student teachers' perceptions of poverty and educational achievement.
per: Thompson, I, et al.
Publicat: (2016)

Conceptualising supper as an institution : what are the social issues that embed and shape this institution in Singapore?
per: Koh, Si Hui.
Publicat: (2009)

Professionalism and teacher education in Australia and England
per: Mayer, D, et al.
Publicat: (2020)

Globalisation, Neoliberalism, and the Reform of Teacher Education in England
per: Furlong, J
Publicat: (2013)

“Academic Work Syndrome” (SINATA) in educational institutions in Latin America
per: Santos Noé Herrera Mijangos, et al.
Publicat: (2019-08-01)

Technologies for Raising Professional Competence in Teachers Working in Inclusive Educational Institutions
per: Zakharova A.V.,, et al.
Publicat: (2016-12-01)

Conceptualisation and Early Implementation of an Academic Advising System at the University of Cape Town
per: Ermien van Pletzen, et al.
Publicat: (2021-12-01)