International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: McNicholl Jane
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4 items
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This article explores the work of teacher education in England and Scotland. It seeks to locate this work within conflicting sociocultural views of professional practice and academic work. Drawing on an activity theory framework that integrates the analysis of these seemingly contradictory discourses with a study of teacher educators’ practical activities, including the material artefacts that mediate the work, the article offers a critical perspective on the social organisation of university-based teacher education.
Published: 2013
Updated: May. 04, 2016
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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