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ERIC Number: EJ830091
Record Type: Journal
Publication Date: 2009-Feb
Pages: 18
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-1359-866X
Working within and against Neoliberal Accreditation Agendas: Opportunities for Professional Experience
Bloomfield, Di
Asia-Pacific Journal of Teacher Education, v37 n1 p27-44 Feb 2009
Over the past decade in Australia, a neo-liberal political climate has delivered to universities and schools increasing expectations concerning accountability and conformity within professional standards frameworks. This has contributed to growing pressure around Professional Experience programs within teacher education. In light of such accountability agendas, this paper analyses impacts arising from the emergence of institutions such as the New South Wales Institute of Teachers. In response to an insistent discourse of "partnerships", it draws on the work of Lave and Wegner (1991), as well as Engestrom (1999), to pose a reconceptualised model of Professional Experience based on the concept of Activity Systems. An approach to partnerships that structures Professional Experience in schools around the notion of "communities of learning" is presented. By shifting power relations and roles around Professional Experience, it is claimed a co-learning environment that more effectively and concurrently attends to the professional learning needs of student teachers, as well as those of practising teachers, can be developed. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia