An Ethico-Political Analysis of a National Teacher Competence Framework: Unravelling a 'Preferred' Teacher Identity

Autor/inn/en	Carswell, Desmond; Conway, Paul F.
Titel	An Ethico-Political Analysis of a National Teacher Competence Framework: Unravelling a 'Preferred' Teacher Identity
Quelle	In: British Educational Research Journal, 49 (2023) 6, S.1210-1233 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carswell, Desmond) ORCID (Conway, Paul F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3893
Schlagwörter	Teacher Competencies; Professional Identity; Politics; Foreign Countries; Ethics; Public Policy; Teacher Education; Policy Analysis; Ireland + Suchen Sie Ihr Suchwort? Lehrkunst; Politik; Ausland; Ethik; Öffentliche Ordnung; Lehrerausbildung; Lehrerbildung; Politikfeldanalyse; Irland
Abstract	In recent years, as evidenced in the transnational proliferation of codified competence frameworks for teacher education purposes, we have seen the increased politicisation and regulation of the task of teaching and what it means to be a teacher. Making the case for an ethico-political conceptualisation of teacher identity and, using a Foucauldian-based framework of ethico-political identity, we apply a discourse analysis approach to unravel a 'preferred' teacher identity construction using Ireland's national teacher competence framework, the "Initial Teacher Education Criteria and Guidelines for Programme Providers" as an illustrative case. Findings illuminate this identity as: (i) telos vis-à-vis embodying national objectives via critical engagement underpinned by knowledge surfaces and a temporal appreciation of policy; (ii) ethical substance vis-à-vis seven modes of engagement animated in two interdependent phases with unique practice dynamics and policy emphases; (iii) discursive authority sources that utilise three major modes of sense-making; and (iv) self-practices as confessional dialogue and self-writing. Considering codified teacher competence frameworks as politics of truth in teacher education, we make the case for macro ethico-political identity work as a valuable analytical tool for policy analysis in teaching and teacher education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01