Source: Teacher Development, Volume 14, Issue 4, 2010. pages 467-481.
This article examines the impact of discourses upon teachers who strive to be professionals amidst the US No Child Left Behind era.
The author used qualitative research methodology and ethnographic techniques to conduct a case study within the context of a teacher learning community comprised of two female secondary teachers and the researcher.
Discourse analysis was employed to unpack discourses operating within the context of the teacher learning community.
The study illustrates the push–pull relationship between constraint and possibility for teacher professionals.
This article illuminates how a teacher learning community becomes a space for agency for the ‘teacher as professional’ and how teacher development can be sustained within a contemporary context of compliance and accountability.