No time to think
Policy, pedagogy and professional learning
Bibliographic Data
| ID | 11488537 |
|---|---|
| Authors | Leonard (0000-0002-7914-356X, University of Canberra, corresponding author), Simon N Leonard, Philip Roberts (0000-0002-6321-3535, University of Canberra) |
| Year | 2016 |
| Volume | 31 |
| Issue | 2 |
| Pages | 142-160 |
| Publication date | 2016-03-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2015.1047801 |
| OpenAlex | W1509057818 |
| Language | EN |
| Citations received | 5 |
| References cited | 46 |
In this study, we seek to illuminate the effects of the global policy convergence in education through a close study of its enactment within an Australian Teacher Education course. Building on an examination of the changing priorities of a cohort of pre-service teachers over a short space of time, we argue that the enactment of New Public Management approaches to the governance of teaching in Australia is having adverse effects on the professional learning of new teachers, defeating the policy goals. Previous studies have investigated the affective impact of current global policy formations on teachers. Building on that work, this study considers the impacts that the teacher policy emphasis on ‘performance’ has had on professional learning processes, which are understood with reference to Kolb’s Experiential Learning Theory. The study is undertaken using an interpretative phenomenographic approach and informed by the related methods of discursive psychology, which positions discourse as a discursive practice to achieve specific goals in specific contexts
Convergence (economics · Corporate governance · Education policy · Experiential learning · Higher education · Management · Pedagogy · Phenomenography · Political science · Professional development · Public policy · Sociology · Global Education and Multiculturalism · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
The Good Teacher
Globalizing Education Policy
Discourse analysis and discursive psychology.
Learning Styles and Learning Spaces
Attending to changing landscapes
Variations in the conditions for teachers' professional learning and development
Systematic review of the Hawthorne effect
The Psychology of Life Stories
Expansive Learning at Work
Care of the self, resistance and subjectivity under neoliberal governmentalities
A Study of the Hawthorne Effect in Educational Research
Neoliberalism is not a theory of everything
Performers and postulates
Good teachers on dangerous ground
Care of the self, resistance and subjectivity under neoliberal governmentalities
No Child Left Behind and the assault on teachers' professional practices and identities
Towards better teaching
A quest for legitimacy
Policy enactment, context and performativity
Importing control in Initial Teacher Training
Policy enactments in the UK secondary school
A logic of appropriation
Untangling the global-distant-local knot
Too emotional to be capable? The changing nature of emotion work in definitions of ‘capable teaching’
Compliance, Resistance and Pragmatism
Primary teacher identity, commitment and career in performative school cultures
Lyotard’s performance
Privatising education, privatising education policy, privatising educational research
The neoliberal cascade and education
The teacher's soul and the terrors of performativity
Positioning and Interpretative Repertoires
A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform
Design-Based Research
Can critical education interrupt the right
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.56 |
| Citation span | 2017 - 2023 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |