Inbound, Outbound or Peripheral: The Impact of Discourses of "Organisational" Professionalism on Becoming a Teacher in English Further Education

Autor/inn/en	Bathmaker, Ann-Marie; Avis, James
Titel	Inbound, Outbound or Peripheral: The Impact of Discourses of "Organisational" Professionalism on Becoming a Teacher in English Further Education
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 34 (2013) 5, S.731-748 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2013.728367
Schlagwörter	Professional Identity; Teachers; Beginning Teachers; Personal Narratives; Continuing Education; Vocational Education; Foreign Countries; Longitudinal Studies; Postsecondary Education; Teacher Education; Questionnaires; Interviews; Career Change; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Erlebniserzählung; Weiterbildung; Ausbildung; Berufsbildung; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Lehrerausbildung; Lehrerbildung; Fragebogen; Interviewing; Interviewtechnik; Career changes; Berufswechsel
Abstract	This article explores constructions of teacher identities at a time of significant changes to public service professionalism. The article draws on different discourses of professionalism, contrasting "organisational" and "occupational" professionalism, with discourses of "personal" and "critical" professionalism, to explore changing meanings and enactments of teacher professionalism in the 2000s. Narratives of three novice teachers, followed over eight years, are used to consider the impact of dominant discourses of 'organisational' professionalism in English further education, resulting in inbound, outbound and peripheral trajectories. In response, the article considers how practitioners might engage critically with current changes, arguing that it is necessary to work with what matters to teachers, such as their relations with students, teaching and learning and subject specialism. Such work might create, at least temporarily and locally, spaces in which more favourable conditions towards socially just and enabling educational practices can be worked towards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10