NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1043464
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1359 6748
Professional Standards in Teacher Education: Tracing Discourses of Professionalism through the Analysis of Textbooks
Tummons, Jonathan
Research in Post-Compulsory Education, v19 n4 p417-432 2014
This article explores aspects of the relationship between professional standards for teachers and the curriculum for teacher education in the lifelong learning sector in the United Kingdom. Drawing on an analysis of different editions of three core textbooks for teacher education in the lifelong learning sector, which are positioned as acting as proxies for the teacher education curriculum, the article explores the relationship between professional standards and the curriculum for teacher education in the sector. Starting from a standpoint that foregrounds the material nature of professional standards--that is, that the standards need to be conceptualised and made sense of as an embodied, physical textual artefact--the argument presented here is that in order to understand any impact that professional standards might have beyond the discursive, the ways in which the standards as a material text might be seen as interacting with other relevant texts that embody different aspects of the profession--such as textbooks--must be considered. The article concludes that whilst curricula can and ought to be expected to change over time, the impact of professional standards on curriculum change would appear to be relatively minor.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A