Translations of policy and shifting demands of teacher professionalism
From CPD to professional learning
Dados Bibliográficos
| ID | 11487572 |
|---|---|
| Autores | Cate Watson (0000-0003-1807-6460, University of Stirling, autor correspondente), Maureen K Michael (0000-0001-7538-7084, University of Stirling) |
| Ano | 2016 |
| Volume | 31 |
| Fascículo | 3 |
| Páginas | 259-274 |
| Data de publicação | 2016-05-03 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Education Policy (JOURNAL) |
| Identificadores do periódico | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2015.1092053 |
| OpenAlex | W1784407906 |
| Idioma | EN |
| Citações recebidas | 10 |
| Referências citadas | 12 |
This article concerns policy implementation and examines the processes of translation through which policy may be enacted at local level. In particular, it focuses on education policy and constructions of teacher professionalism, drawing on a framework of critical logics – social, political and fantasmatic – which examine different dimensions of social reality. Social logics describe practices, and particularly the ‘rules’ which govern practices, in a given social domain; political logics are diachronic, enabling an examination of the ways in which practices are contested and/or change over time; fantasmatic logics concern ideologies and the interpellation of subjects into discourses. The linguistic focus of this approach is supplemented by a sociomaterial analysis which examines the materialities inherent in these processes. The article takes as its case a political moment in Scotland in which the discursive context for teacher professional development is undergoing a shift from continuing professional development to professional learning. Here, we analyse the language and material practices of those charged with organising teacher professional development in four local authorities in Scotland. This case is used to explore linguistic and material enactments of policy as a series of translations in which practices emerge and unfold in unpredictable ways
Context (archaeology · Ideology · Pedagogy · Political science · Politics · Professional development · Public relations · Sociology · Innovative Education and Learning Practices · Law · Multilingual Education and Policy · Teacher Education and Leadership Studies
Collaboration versus Concreteness
The quest for continuous improvement in light of power disciplinary, sovereign and pastoral power in a state-initiated school improvement programme
Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows
Translating policy
Pre-service teachers as members of a collaborative teacher research team
Performative bilingual policy
Teacher educators’ discursive enactment of professional digital competencies
Governing teacher learning
The Swedish national professional programme
Perceptions of the Key Stakeholders on Professional Development of Teachers in Rural Pakistan
Logics of Critical Explanation in Social and Political Theory
The Organisation for Economic Co-operation and Development (OECD)
Globalizing Education Policy
Sociomaterial Practices
Professional re-accreditation
Teachers’ desire for career‐long learning
Education, Measurement and the Professions
Introduction
Sociality with Objects
| Obras citantes distintas | 10 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2016 - 2026 (11) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 10 |