View in EDS HTML Full Text PDF Full Text

The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry.

Saved in:
Bibliographic Details
Title: The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry.
Authors: Parr, Graham, Bulfin, Scott, Diamond, Fleur, Wood, Narelle, Owen, Ceridwen
Source: Oxford Review of Education. Apr2020, Vol. 46 Issue 2, p238-256. 19p.
Subjects: English teachers, Teacher education, Educational change, Ideology
Geographic Terms: Australia
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. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education 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: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 142400165
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Parr%2C+Graham%22">Parr, Graham</searchLink><br /><searchLink fieldCode="AR" term="%22Bulfin%2C+Scott%22">Bulfin, Scott</searchLink><br /><searchLink fieldCode="AR" term="%22Diamond%2C+Fleur%22">Diamond, Fleur</searchLink><br /><searchLink fieldCode="AR" term="%22Wood%2C+Narelle%22">Wood, Narelle</searchLink><br /><searchLink fieldCode="AR" term="%22Owen%2C+Ceridwen%22">Owen, Ceridwen</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Apr2020, Vol. 46 Issue 2, p238-256. 19p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br /><searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Oxford Review of Education 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=142400165
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03054985.2019.1667319
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 238
    Subjects:
      – SubjectFull: English teachers
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Educational change
        Type: general
      – SubjectFull: Ideology
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Parr, Graham
      – PersonEntity:
          Name:
            NameFull: Bulfin, Scott
      – PersonEntity:
          Name:
            NameFull: Diamond, Fleur
      – PersonEntity:
          Name:
            NameFull: Wood, Narelle
      – PersonEntity:
          Name:
            NameFull: Owen, Ceridwen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2020
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 03054985
          Numbering:
            – Type: volume
              Value: 46
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Oxford Review of Education
              Type: main
ResultId 1