The teacher as reflexive professional
Making Visible the Excluded Discourse in Teacher Standards
Bibliographic Data
| ID | 2917397 |
|---|---|
| Authors | Mary Ryan (0000-0001-8395-6953, Queensland University of Technology, corresponding author), Terri Bourke (0000-0001-7298-9637, Queensland University of Technology) |
| Year | 2013 |
| Volume | 34 |
| Issue | 3 |
| Pages | 411-423 |
| Publication date | 2013-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Journal identifiers | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2012.717193 |
| OpenAlex | W1964768648 |
| Language | EN |
| Citations received | 37 |
| References cited | 32 |
In the current climate of accountability, political manoeuvring, changing curriculum, increasingly diverse student cohorts and community expectations, teachers, more than ever, need to develop the skills and abilities to be reflective and reflexive practitioners. This study examines national teacher professional standards from Australia and the UK to identify the extent to which reflexivity is embedded in key policy documents that are intended to guide the work of teachers in those countries. Using Margaret Archer's theories of reflexivity and morphogenesis, and methods of critical discourse analysis, we argue that these blueprints for teachers’ work exclude reflexivity as an essential and overarching discourse of teacher professionalism
Accountability · Blueprint · Curriculum · Pedagogy · Political science · Politics · Professional development · Reflexivity · Social science · Sociology · Teacher education · Global Education and Multiculturalism · Global Educational Policies and Reforms · Teacher Education and Leadership Studies
From reflection to analysis
From objects to subjects
Evidence for no-one
School mental health content in state in-service K-12 teaching standards in the United States
Supporting intentional reflection through collage to explore self-care in identity work during initial teacher education
The status, pathways and discourses of professionalism for early childhood education teachers in Chinese policies
Changing Teachers' Epistemic Cognition
Information pollution in an age of populist politics
Fostering preservice teachers’ openness to educational theory and self-regulation as elements of their epistemic reflective competence
How Well Does the F-10 Australian Curriculum Prepare Students to be Water Literate Citizens
Activating and reinforcing graduates’ capabilities
Intellectual freedom and teaching performance assessment in Australia
Beginning teachers in early childhood education
Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools
The impact of standards on novice teachers during mandated teaching induction
Pre-service teachers’ experiences of a core Bachelor of Education (primary) unit
Contested territories
“It’s kind of like a cut and paste of the syllabus”
A discursive analysis of teacher educator standards
‘I Think About Music and How This can Help’ – Exploring Sustained Outcomes From a Music Therapy Informed Teacher Professional Learning Program
Struggles over teacher education knowledge in Australia
Spatialised metaphors of practice
Groundhog day? Nietzsche, Deleuze and the eternal return of prosumption in lifelong learning
Recollage as a tool for self-care
Negotiating managerialism
Middle school science teachers’ agency to implement place-based education curricula about local wildlife
Environmental education in a neoliberal climate
Reclaiming professionalism for geography education
The very best generation of teachers ever’
To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education
Lesson Study and Pedagogic Literacy in Initial Teacher Education
Teachers Performing Professionalism
Reflexive empathy as social relation
Closed circuit? Flow, influence and the liquid management of learning and skills
Payback time? Discourses of lack, debt and the moral regulation of teacher education
What is Plan B? Using Foucault's archaeology to enhance policy analysis
The teacher as reflexive professional
Education reform
Metaphors We Live By
Four Ages of Professionalism and Professional Learning
Understanding teacher identity
Discourse and social change
Introduction
Realist Social Theory
Conversations About Reflexivity
Deconstructing Professionalism in Early Childhood Education
Making our Way through the World
Analysing Discourse
Reflection as situated practice
Spaces of possibility in pre-service teacher education
Appropriating professionalism
Teacher Education in Transition
The ‘shape’ of teacher professionalism in England
Professionalism, Professionality and the Development of Education Professionals
Working within and against neoliberal accreditation agendas
The teacher's soul and the terrors of performativity
Teachers and public engagement
The teacher as reflexive professional
| Unique citing works | 37 |
|---|---|
| Citations per year | 2,64 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 31 |