The difficult dynamic of teacher educators as policy actors: considerations for counter-conduct.
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| Title: | The difficult dynamic of teacher educators as policy actors: considerations for counter-conduct. |
|---|---|
| Authors: | Ó Gallchóir, Ciarán1 (AUTHOR) ciaran.ogallchoir@mu.ie, O Flaherty, Joanne2 (AUTHOR), Hogan, Deirdre2 (AUTHOR), McCormack, Orla3 (AUTHOR) |
| Source: | Pedagogy, Culture & Society. Oct2025, Vol. 33 Issue 5, p1861-1882. 22p. |
| Subject Terms: | *Teacher educators, *Change agents, *Discussion in education, *Beginning teachers, Power (Social sciences), Political opposition, World citizenship |
| Geographic Terms: | Ireland |
| Abstract: | The literature on initial teacher education highlights a crisis facing teacher educators, one which threatens our own epistemic legitimacy and relevance in educational discourses, as market-economy mandates and political surveillance intensify and dominate what it means to be and do teacher education. Given this macro-level concern, we, as teacher educators, explore and problematise the recent mandate that all initial teacher education programmes in Ireland must include a Global Citizenship Education (GCE) perspective. Drawing on a theoretical framework focusing on power relations and the possibility of counter-conduct, we focus on our everyday practices as teacher educators and how our responses offer an affective insight into our political role as policy actors in initial teacher education. In doing so, we identify three categories of responses and discuss these from individual and institutional perspectives, while offering relevant contemporary examples of how previous mandates were enacted. In each response, we consider the resultant form that GCE experiences may take as a result of our translations. In conclusion, we work towards and highlight the importance of creating dialogic affective spaces which must seek to continue and contribute to educational conversations rather than dominate discourse. [ABSTRACT FROM AUTHOR] |
| Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187998198 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The difficult dynamic of teacher educators as policy actors: considerations for counter-conduct. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ó+Gallchóir%2C+Ciarán%22">Ó Gallchóir, Ciarán</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ciaran.ogallchoir@mu.ie</i><br /><searchLink fieldCode="AR" term="%22O+Flaherty%2C+Joanne%22">O Flaherty, Joanne</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hogan%2C+Deirdre%22">Hogan, Deirdre</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McCormack%2C+Orla%22">McCormack, Orla</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Pedagogy%2C+Culture+%26+Society%22">Pedagogy, Culture & Society</searchLink>. Oct2025, Vol. 33 Issue 5, p1861-1882. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Change+agents%22">Change agents</searchLink><br />*<searchLink fieldCode="DE" term="%22Discussion+in+education%22">Discussion in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Power+%28Social+sciences%29%22">Power (Social sciences)</searchLink><br /><searchLink fieldCode="DE" term="%22Political+opposition%22">Political opposition</searchLink><br /><searchLink fieldCode="DE" term="%22World+citizenship%22">World citizenship</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The literature on initial teacher education highlights a crisis facing teacher educators, one which threatens our own epistemic legitimacy and relevance in educational discourses, as market-economy mandates and political surveillance intensify and dominate what it means to be and do teacher education. Given this macro-level concern, we, as teacher educators, explore and problematise the recent mandate that all initial teacher education programmes in Ireland must include a Global Citizenship Education (GCE) perspective. Drawing on a theoretical framework focusing on power relations and the possibility of counter-conduct, we focus on our everyday practices as teacher educators and how our responses offer an affective insight into our political role as policy actors in initial teacher education. In doing so, we identify three categories of responses and discuss these from individual and institutional perspectives, while offering relevant contemporary examples of how previous mandates were enacted. In each response, we consider the resultant form that GCE experiences may take as a result of our translations. In conclusion, we work towards and highlight the importance of creating dialogic affective spaces which must seek to continue and contribute to educational conversations rather than dominate discourse. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/14681366.2025.2455726 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 1861 Subjects: – SubjectFull: Teacher educators Type: general – SubjectFull: Change agents Type: general – SubjectFull: Discussion in education Type: general – SubjectFull: Beginning teachers Type: general – SubjectFull: Power (Social sciences) Type: general – SubjectFull: Political opposition Type: general – SubjectFull: World citizenship Type: general – SubjectFull: Ireland Type: general Titles: – TitleFull: The difficult dynamic of teacher educators as policy actors: considerations for counter-conduct. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ó Gallchóir, Ciarán – PersonEntity: Name: NameFull: O Flaherty, Joanne – PersonEntity: Name: NameFull: Hogan, Deirdre – PersonEntity: Name: NameFull: McCormack, Orla IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14681366 Numbering: – Type: volume Value: 33 – Type: issue Value: 5 Titles: – TitleFull: Pedagogy, Culture & Society Type: main |
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