Alex Moore
Biographic Data
| ID | 3701176 |
|---|---|
| NAME | Alex Moore |
| GIVEN NAMES | Alex |
| FAMILY NAME | Moore |
| SIGNATURE | MOORE A |
| AFFILIATIONS | Department of Curriculum, Pedagogy and Assessment, UCL Institute of Education, London, UK |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 37 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 2 |
The Affected Teacher
At a time when teaching and learning policy too often presents itself in a simplistic input-output language of measurable targets and objectives, The Affected Teacher explores the role played by emotionality in how professional life is experienced by school teachers. The book argues that, in the very highly organised and structured social spaces of public institutions, emotionality - or, more precisely, all that is included in the concept of ‘aff…
Cruel optimism’
This study provides a critical exploration of the way teachers’ attachment to notions of professionalism may facilitate a process whereby teachers find themselves obliged to enact centralised and local education policies that they do not believe in but are required to implement. The study argues that professionalism involves an entanglement of (past) occupational and (present) organisational discourses and that the remainders of the former facili…
Teaching, school management and the ideology of Pragmatism
With reference to Bernstein's theories concerning the pulls and tensions of competing pedagogic identities, this article draws on original research to suggest that a culture of pragmatism may be currently rooting itself in English schools. This culture is understood partly as an instrumental response to rapid and extensive educational reform, and partly as the internalization of a wider discourse of pragmatism in which pragmatism itself is concei…
The Good Teacher
Moore's insightful text explores and makes better sense of professional practice by examining that practice in the context of popular views. The book identifies and elaborates three dominant discourses of good teaching: * the competent craftsperson, currently favoured by central governments* the reflective practitioner, which continues to get widespread support among teacher trainers and educators* the charismatic subject, whose popular appeal is…
Compliance, Resistance and Pragmatism
Drawing on empirical research, this article explores the ways in which schoolteachers ‘reposition’ themselves in the face of rapid and extensive educational change, some of which they may view with ambivalence or hostility. Arguing that local responses to public policy are prompting teachers to become increasingly pragmatic in their philosophies and practice, the article identifies and illustrates two distinct forms of pragmatism: ‘principled pra…
Teacher development and curriculum reform
(2001). Teacher development and curriculum reform. Journal of Education Policy: Vol. 16, No. 3, pp. 269-277
Teacher development and curriculum reform
Charisma, Competence and Teacher Education
Masking the Fissure
A profile of teacher competences is described and interrogated in the light of inherent, language‐based problematics. It is argued that such texts tend to constrain the modes and parameters within which to think about one's practice, in addition to masking possible deficiences in education systems through a pathologisation of the individual practitioner. The importance of keeping alive alternative discourses is stressed. Such discourses, it is ar…
Masking the fissure’
A profile of teacher competences is described and interrogated in the light of inherent, language‐based problematics. It is argued that such texts tend to constrain the modes and parameters within which to think about one's practice, in addition to masking possible deficiences in education systems through a pathologisation of the individual practitioner. The importance of keeping alive alternative discourses is stressed. Such discourses, it is ar…
Cruel optimism’
This study provides a critical exploration of the way teachers’ attachment to notions of professionalism may facilitate a process whereby teachers find themselves obliged to enact centralised and local education policies that they do not believe in but are required to implement. The study argues that professionalism involves an entanglement of (past) occupational and (present) organisational discourses and that the remainders of the former facili…
Compliance, Resistance and Pragmatism
Drawing on empirical research, this article explores the ways in which schoolteachers ‘reposition’ themselves in the face of rapid and extensive educational change, some of which they may view with ambivalence or hostility. Arguing that local responses to public policy are prompting teachers to become increasingly pragmatic in their philosophies and practice, the article identifies and illustrates two distinct forms of pragmatism: ‘principled pra…
Teaching, school management and the ideology of Pragmatism
With reference to Bernstein's theories concerning the pulls and tensions of competing pedagogic identities, this article draws on original research to suggest that a culture of pragmatism may be currently rooting itself in English schools. This culture is understood partly as an instrumental response to rapid and extensive educational reform, and partly as the internalization of a wider discourse of pragmatism in which pragmatism itself is concei…
Charisma, Competence and Teacher Education
Masking the Fissure
A profile of teacher competences is described and interrogated in the light of inherent, language‐based problematics. It is argued that such texts tend to constrain the modes and parameters within which to think about one's practice, in addition to masking possible deficiences in education systems through a pathologisation of the individual practitioner. The importance of keeping alive alternative discourses is stressed. Such discourses, it is ar…
Masking the fissure’
A profile of teacher competences is described and interrogated in the light of inherent, language‐based problematics. It is argued that such texts tend to constrain the modes and parameters within which to think about one's practice, in addition to masking possible deficiences in education systems through a pathologisation of the individual practitioner. The importance of keeping alive alternative discourses is stressed. Such discourses, it is ar…
Charisma, Competence and Teacher Education
Teacher development and curriculum reform
(2001). Teacher development and curriculum reform. Journal of Education Policy: Vol. 16, No. 3, pp. 269-277
Teacher development and curriculum reform
Compliance, Resistance and Pragmatism
Drawing on empirical research, this article explores the ways in which schoolteachers ‘reposition’ themselves in the face of rapid and extensive educational change, some of which they may view with ambivalence or hostility. Arguing that local responses to public policy are prompting teachers to become increasingly pragmatic in their philosophies and practice, the article identifies and illustrates two distinct forms of pragmatism: ‘principled pra…
The Good Teacher
Moore's insightful text explores and makes better sense of professional practice by examining that practice in the context of popular views. The book identifies and elaborates three dominant discourses of good teaching: * the competent craftsperson, currently favoured by central governments* the reflective practitioner, which continues to get widespread support among teacher trainers and educators* the charismatic subject, whose popular appeal is…
Teaching, school management and the ideology of Pragmatism
With reference to Bernstein's theories concerning the pulls and tensions of competing pedagogic identities, this article draws on original research to suggest that a culture of pragmatism may be currently rooting itself in English schools. This culture is understood partly as an instrumental response to rapid and extensive educational reform, and partly as the internalization of a wider discourse of pragmatism in which pragmatism itself is concei…
Cruel optimism’
This study provides a critical exploration of the way teachers’ attachment to notions of professionalism may facilitate a process whereby teachers find themselves obliged to enact centralised and local education policies that they do not believe in but are required to implement. The study argues that professionalism involves an entanglement of (past) occupational and (present) organisational discourses and that the remainders of the former facili…
The Affected Teacher
At a time when teaching and learning policy too often presents itself in a simplistic input-output language of measurable targets and objectives, The Affected Teacher explores the role played by emotionality in how professional life is experienced by school teachers. The book argues that, in the very highly organised and structured social spaces of public institutions, emotionality - or, more precisely, all that is included in the concept of ‘aff…
Psychology (9 works) · Pedagogy (8 works) · Political science (7 works) · Sociology (7 works) · Teacher Education and Leadership Studies (7 works) · Educator Training and Historical Pedagogy (4 works) · Mathematics education (4 works) · Computer Science (3 works) · Epistemology (3 works) · Global Education and Multiculturalism (3 works)