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| Autor/inn/en | Watson, Cate; Drew, Valerie |
|---|---|
| Titel | Teachers' Desire for Career-Long Learning: Becoming "Accomplished"--And Masterly… |
| Quelle | In: British Educational Research Journal, 41 (2015) 3, S.448-461 (14 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0141-1926 |
| DOI | 10.1002/berj.3149 |
| Schlagwörter | Professional Continuing Education; Masters Programs; Teachers; Teacher Attitudes; Masters Degrees; Certification |
| Abstract | The "accomplished teacher" has emerged in educational policy as a term designed to capture the dispositions and skills of highly practised professionals. As such accomplishment is enacted within a current policy discourse of life-long, or career-long, professional learning which is concerned with continual self-development. This paper focuses on conceptualisations of "accomplishment" by a group of early-career teachers undertaking a masters certificate in professional enquiry. These conceptualisations of accomplishment, and their relation to the course, emerge through the teachers' talk-in-interaction and it is through the "small stories" the teachers tell of the everyday that their identities as accomplished teachers, and their desire for career-long professional learning, are constructed and performed. The questions addressed here are therefore: how is "accomplishment" construed and performed by early-career teachers; to what extent can "accomplishment" be fostered through intellectual engagement at masters-level; and how is the policy imaginary of "accomplishment" realised in and through the teachers' narratives? (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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