Allan Blake
Biographic Data
| ID | 5397894 |
|---|---|
| NAME | Allan Blake |
| GIVEN NAMES | Allan |
| FAMILY NAME | Blake |
| SIGNATURE | BLAKE A |
| AFFILIATIONS | a Curricular Studies, University of Strathclyde |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| 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…
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…
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…
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…
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 (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Aesthetics (2 works) · Computer Science (2 works) · Constructive (2 works) · Epistemology (2 works) · Higher education (2 works) · Identity (music (2 works) · Law (2 works)