International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Ellis Viv
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4 items
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This article reports the main findings of the Work of Teacher Education project that studied the labour of 13 higher education-based teacher educators in England and Scotland over the course of a year. The article concludes by arguing that a new conceptualisation of the work of teacher educators as academic work is essential for the discipline and higher education institutions as a whole.
Published: 2013
Updated: May. 04, 2016
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The main purpose of this article was to understand the activities, social organisation and material conditions of higher education- based teacher educators. The article also explored the teacher educators’ own accounts of their work. This study shows how, under conditions of academic capitalism, these teacher educators were denied opportunities to accumulate research publications and grants and were proletarianised.
Published: 2014
Updated: Mar. 03, 2015
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This article examines how the university-based teacher educator is conceptualised as a category of academic worker at the institutional level in England. The findings reveal that it was common for universities to conceptualise the teacher educator as an effective classroom practitioner demonstrating strong personal qualities of enthusiasm and resilience. Furthermore, training and delivery described teaching, often relating directly to how teaching and teacher education were described in policy and professional discourse. The findings also show that the institutions shared a commitment to teacher educators’ credibility with the profession, usually demonstrated through significant professional experience.
Published: 2012
Updated: Jan. 29, 2015
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Pre-service teacher education in England has been essentially school-based since 1992. The current paper offers a critique of this design from the perspective of a practitioner and researcher working in one of its most influential schemes. The fundamental problem described concerns an impoverished understanding of experience that underpins how beginning teachers are intended to learn in schools. The paper suggests that the ontological and epistemological dimensions of experience need to be brought into a dialogue if the potential of experiential learning for pre-service teachers is to be realised.
Published: 2010
Updated: Sep. 27, 2010