Representations of Substitute Teachers and the Paradoxes of Professionalism
Bibliographic Data
| ID | 4308448 |
|---|---|
| Authors | Lisa Weems (Miami University, corresponding author) |
| Year | 2003 |
| Volume | 54 |
| Issue | 3 |
| Pages | 254-265 |
| Publication date | 2003-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487103054003007 |
| OpenAlex | W2003212417 |
| Language | EN |
| Citations received | 9 |
| References cited | 15 |
This article explores both dominant and counternarratives about the work of teachers (and teaching) articulated through representations of substitute teachers. Using the notion of deviant historiography, the author uses the representation of substitute teachers to render visible the assumptions that govern the boundaries of professionalism. The author's exploration begins with a brief discussion of the professional teacher as constructed in educational reform. The author then presents three images of substitute teachers-the incompetent, unqualified teacher; the deviant outsider; and the guerilla superhero-that proliferate in popular cultural and educational practitioner discourses on teaching. Finally, the author discusses the significance of these images through an analysis of how other teachers function in the context of teacher shortage, educational reform, and school practice
Context (archaeology) · Economic shortage · Function (biology) · Historiography · Mathematics education · Pedagogy · Political science · Politics · Representation (politics) · Sociology · Teacher education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · History · Law · Psychology · Teacher Education and Leadership Studies
Structural marginalisation, othering and casual relief teacher subjectivities
Monstrous schoolteachers
Personalauswahl, Personaleinsatz und Personalentwicklung an Schulen
Discourse appropriation and category boundary work
Professionalität im Lehrerberuf
Becoming Otherwise
Bring in the Subs
Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement
Traditional versus Integrated Preservice Teacher Education Curriculum
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,41 |
| Citation span | 2004 - 2026 (23) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |