Session Information
10 SES 04 B, Research on Teacher Educators
Paper Session
Contribution
The underpinning to the theoretical framework for this study is Beck's minting of the term 'glocal' as a means of acknowledging that it is increasingly difficult for local identities and traditions to 'hide' or to be inured from the pervasive tentacles of globalization. We suggest that currently, national educational contexts and systems of education are buffetted by the winds of globalising neo-liberal tendencies (Harvey, 2005). Due to globalization and the accompanying tendency towards homogenization, local difference and diversity become problematic. For teacher educators 'the one size fits all' managerialist approach to teacher education becomes the dominant discourse (Cuban, 2002). Building on our previous research and the wider burgeoning discourse on Teacher Educators and their identities, this paper sets out to explore the critical biographical and contextual influences that impinge on the ongoing identity construction of new, experienced, veteran and retired teacher educators in the Irish and international contexts. First and second wave data from Ireland suggests that at a macro-level there is a hierarchy of disciplinary expertise within the academy and that education as a field, and its associated disciplines are increasingly marginalised. Within the field of teacher education itself other disciplinary wars are at play, namely the conflict between foundational disciplines of education and curriculum/ professional knowledge. The purpose of this paper is to represent a comparative analysis across three waves of data collection in both Irish and international contexts to test our hypothesis of the globalising and homogenising of teacher educator identities.
Method
Expected Outcomes
References
Bauman, Z. (2000) Liquid Modernity: Cambridge: Polity. Beck, U. (2000) What is Globalization? P.Camiller (trans) Cambridge: Polity Press. Beck, U.and Beck Gernsheim, E. (2002) Individualization: Institutionalized Individualism and its Social and Political Consequences. London: Sage. Bourdieu, P. (1977) Outline of a Theory of Practice, R. Nice (trans) Cambridge: Cambridge University Press. Britzman, D. (1992) “The terrible problem of knowing thyself: toward a poststructural account of teacher identity”, Journal of Curriculum Theorizing, Vol. 9, No. 3, pp.23-46. Connelly, M. and Clandinin, J (Eds) (1999) Shaping Professional Identity: stories of educational practice, New York: Teachers College Press. Cochran-Smith, M., and, & Zeichner, K. (2005). Studying Teacher Education The Report of the AERA Panel on Research and Teacher Education. Washington: Lawrence Erlbaum and Associates on behalf of AERA. Goodson, I. F. (2003). Professional Knowledge, Professional Lives. Maidenhead & Philadelphia: OUP. Maguire, M. (1997) "Missing Links: Working Class Women of Irish Descent" in P. Mahony and C. Zmroczek (eds.) Class Matters: Working-Class Women's Perspectives on Social Class. London: Taylor and Francis. Mishler, E.G. (1999). Storylines: Craftartists’ narratives of identity. Cambridge, MA: Harvard University Press. Robinson, M. and McMillan, W. “Who teaches the teachers? Identity, discourse and policy in teacher education,” Teaching and Teacher Education, Vol. 22, Issue 3, April 2006, pp.327-336. Sarason, S., Davidson, K. S., and Blatt, B. (1986 revision of 1962 Wiley edition). The Education of Teachers: An Unstudied Problem in Education. Cambridge: Brookline Books. Steedman, C. (1987) "Prisonhouses" in Lawn, M. and Grace, G. (eds.) Teachers: The Culture and Politics of Work. Lewes: Falmer Press. Sugrue, C. (1998). Restructuring Initial Teacher Education: A focus on Preservice and Induction at Primary Level, St Patrick's College, Drumcondra. Sugrue, C. (2003). Teacher Education in Ireland. In B. Moon, Vlasceanu, L., and Conley Barrows, L. (Ed.), Institutional Approahes to Teacher Education within Higher Education in Euope: Current Models and New Developments (pp. 195-223). Bucharest: UNESCO CEPES. .
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