Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/9099
Title: Institutional conceptualisations of teacher education as academic work in England
Authors: Ellis, V
McNicholl, J
Pendry, A
Keywords: Teacher education;Work;Higher education;Institutions;Conceptual distinctions
Issue Date: 2012
Publisher: Elsevier
Citation: Teaching and Teacher Education, 28(5), 685 - 693, 2012
Abstract: 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.
Description: This is the post-print version of the final paper published in Teaching and Teacher Education. The published article is available from the link below. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Copyright @ 2012 Elsevier B.V.
URI: http://www.sciencedirect.com/science/article/pii/S0742051X1200039X
http://bura.brunel.ac.uk/handle/2438/9099
DOI: http://dx.doi.org/10.1016/j.tate.2012.02.004
ISSN: 0742-051X
Appears in Collections:Education
Dept of Education Research Papers

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