Jim McNally
Biographic Data
| ID | 5397893 |
|---|---|
| NAME | Jim McNally |
| GIVEN NAMES | Jim |
| FAMILY NAME | McNally |
| SIGNATURE | MCNALLY J |
| AFFILIATIONS | University of Stirling |
| ORCID | 0000-0003-1207-7956 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 29 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 2 |
Academic work and proletarianisation
Miss, What's My Name? New teacher identity as a question of reciprocal ontological security
This paper extends the dialogue of educational philosophy to the experience of beginners entering the teaching profession. Rather than impose the ideas of any specific philosopher or theorist, or indeed official standard, the exploration presented here owes its origins to phenomenology and the use of grounded theory. Working from a narrative data base and focussing on the knowing of name in the first instance, the authors develop their emergent i…
Teacher learning and development in the UK
Finding an identity and meeting a standard
This article has the apparently contradictory aims of describing a discourse of new teachers that is at odds with the policy-derived competence-based discourse of the professional standard for teachers, but of also seeking to find some points of connection that may help start a dialogue between policy and research. The experience of new teachers is conceptualized as personal stories of identity formation with a clear emotional-relational dimensio…
Holism in teacher development
Grading the practice of teaching
This paper reviews policy in the assessment of school experience and examines the practice of grading currently in place in Scotland and supported by the General Teaching Council for Scotland. It discusses the problems inherent in attempts to grade practice, notably the difficulty of controlling for contextual variation between different placements. It explores research in this area in order to see whether there is any evidence that such practice…
Current realities in the student teaching experience
Current realities in the student teaching experience
Academic work and proletarianisation
Miss, What's My Name? New teacher identity as a question of reciprocal ontological security
This paper extends the dialogue of educational philosophy to the experience of beginners entering the teaching profession. Rather than impose the ideas of any specific philosopher or theorist, or indeed official standard, the exploration presented here owes its origins to phenomenology and the use of grounded theory. Working from a narrative data base and focussing on the knowing of name in the first instance, the authors develop their emergent i…
Finding an identity and meeting a standard
This article has the apparently contradictory aims of describing a discourse of new teachers that is at odds with the policy-derived competence-based discourse of the professional standard for teachers, but of also seeking to find some points of connection that may help start a dialogue between policy and research. The experience of new teachers is conceptualized as personal stories of identity formation with a clear emotional-relational dimensio…
Teacher learning and development in the UK
Holism in teacher development
Current realities in the student teaching experience
Grading the practice of teaching
This paper reviews policy in the assessment of school experience and examines the practice of grading currently in place in Scotland and supported by the General Teaching Council for Scotland. It discusses the problems inherent in attempts to grade practice, notably the difficulty of controlling for contextual variation between different placements. It explores research in this area in order to see whether there is any evidence that such practice…
Holism in teacher development
Finding an identity and meeting a standard
This article has the apparently contradictory aims of describing a discourse of new teachers that is at odds with the policy-derived competence-based discourse of the professional standard for teachers, but of also seeking to find some points of connection that may help start a dialogue between policy and research. The experience of new teachers is conceptualized as personal stories of identity formation with a clear emotional-relational dimensio…
Teacher learning and development in the UK
Miss, What's My Name? New teacher identity as a question of reciprocal ontological security
This paper extends the dialogue of educational philosophy to the experience of beginners entering the teaching profession. Rather than impose the ideas of any specific philosopher or theorist, or indeed official standard, the exploration presented here owes its origins to phenomenology and the use of grounded theory. Working from a narrative data base and focussing on the knowing of name in the first instance, the authors develop their emergent i…
Academic work and proletarianisation
Pedagogy (7 works) · Psychology (6 works) · Sociology (6 works) · Mathematics education (5 works) · Teacher Education and Leadership Studies (4 works) · Epistemology (3 works) · Aesthetics (2 works) · Computer Science (2 works) · Constructive (2 works) · Education Systems and Policy (2 works)