Changes and continuities in teacher education
International perspectives on a gendered field
Bibliographic Data
| ID | 12232157 |
|---|---|
| Authors | Jean Murray (Brunel University of London, corresponding author), Meg Maguire (0000-0002-6472-7685, King's College London) |
| Year | 2007 |
| Volume | 19 |
| Issue | 3 |
| Pages | 283-296 |
| Publication date | 2007-05-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Gender and Education (JOURNAL) |
| Journal identifiers | ISSN: 0954-0253 • E-ISSN: 1360-0516 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09540250701295437 |
| OpenAlex | W2141002956 |
| Language | EN |
| Citations received | 9 |
| References cited | 31 |
In this paper we assert that the ‘public discourse’ of teacher education is reductionist, operating to simplify a complex field, and to exclude alternative discourses and practices that challenge its hegemony. In particular, many policies for teacher education fail to acknowledge it as a gendered field of practice. In order to create theoretical frameworks for analysing the gendered changes and continuities that pattern the field of teacher education, we argue that four key factors need careful and reflexive consideration. These are: firstly, the recognition and articulation of the relationships between the field of school teaching and the field of teacher education; secondly, taking into account both the immediate timeframe of the research and relevant historical factors (that is, adopting a diachronic rather than a synchronic emphasis); thirdly, conceptualizing the field in terms of three ‘levels’ or spaces—the micro (the level of individual aspirations, interactions and micro political struggles), the meso (including the departmental and institutional contexts within which teacher education takes place) and the macro (broadly, the national context within which teacher education occurs, including state policies); fourthly, acknowledging the complexity of the field both by investigating specificity and the ‘local’ and by analysing and identifying the commonalities occurring in very different national contexts
Field (mathematics · Pedagogy · Sociology · Gender Diversity and Inequality · Gender Studies · Global Educational Policies and Reforms · Higher Education Governance and Development
Re-making teacher professionalism in England
Chilean and Finnish university-based teacher educators’ agentic approaches to academic career path development
An exploration of adult guidance practitioners’ experiences of policy and practice in the reformed Further Education and Training (FET) sector in Ireland
Kelly’s story
Slippage and/or symbolism
Gender inclusion and horizontal gender segregation
A ‘break with tradition’ in interwar teacher education
Gender equality and education in Spain
Capacity Building in Early Childhood Education Research in a Regional Australian University
Doing Good and Feeling Bad
Globalisation women's work and teacher education
Constructions of caring professionalism
Death to Critique and Dissent? The Policies and Practices of New Managerialism and of 'Evidence-based Practice
Women Who Teach Teachers
Teacher educators and the production of bricoleurs
Becoming a teacher educator
Teaching teachers—studies into the expertise of teacher educators
Teacher educators as researchers
Beyond the limits of theoretical discourse in teacher education
Ideology and social formation in teacher education
The return of the repressed
Socialisation into Teaching
Teaching and Teacher Education
Beyond All Reason
Society and the Education of Teachers
Sleepless in academia
Management as ideology
Society and the Education of Teachers
The Sociology of Professions and the Profession of Gender
| Citations per year | 0.53 |
|---|---|
| Citation span | 2009 - 2024 (16) |
| Highly cited | No |