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ERIC Number: EJ1065635
Record Type: Journal
Publication Date: 2015-Jun
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0141-1926
Teachers' Desire for Career-Long Learning: Becoming "Accomplished"--And Masterly…
Watson, Cate; Drew, Valerie
British Educational Research Journal, v41 n3 p448-461 Jun 2015
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?
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
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