Session Information
10 SES 12 A, Conceptualising Teacher Educators' Knowledge and Identities II
Symposium, Part 2
Contribution
This final paper will by synoptic, drawing on the other five papers and reflecting on the insights coming through about how teacher educators’ professional identities and working responsibilities are being reshaped through the range of policy changes that are being implemented in Europe and beyond. The paper will draw on the following sources: • A literature review carried out for the Scottish Government as part of the Review of Teacher Education in Scotland • An assessment of teacher education research in the UK from 2000-2008 carried out by the Teacher Education Group (TEG) • An evaluation of a new ‘clinical approach’ to teacher education that is under development at the University of Glasgow. • Doctoral work being undertaken in Scotland, China and Tanzania which is being supervised by the author of this paper. The theoretical lens that is adopted will be drawn from the sociology of work (eg Sennett, Casey) and from policy sociology (eg van Zanten, Ozga, Lawn) as well as recent studies in teacher education policy and practice (Hurford, Hudson and Niemi; Korthagen) and analyses of neoliberalism in crisis (Judt, Crouch, Harvey).
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