What is caught rather than taught: messages of professionalism communicated by teacher educators

IF 1.6 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Teaching Pub Date : 2023-01-01 DOI:10.1080/02607476.2022.2053356

Ciarán Ó Gallchóir, O. Mcgarr

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引用次数: 2

Abstract

ABSTRACT Internationally, there is a growing recognition of teacher educators acting as both agents of and subjects to centrally devised policy reforms. In an Irish context, in which a rhetoric of policy veils teacher accountability behind standards/codes of professionalism, this study sets out to explore how professionalism is communicated to pre-service teachers during their School Placement practicum by teacher educators. This was achieved by examining a sample of teacher educators’ written reports of observed lessons (N = 429) and interviews with a sample (N = 10) of teacher educators from one Irish university. This study found that messages regarding the looking the part of a professional and fitting-in were communicated by teacher educators. While these messages appeared to be communicated from a position of care to ease students’ transition into the professional space, these messages also contained suggested sentiments of power and conformity. This study draws conclusion based on the professional agency of teacher educators and how their enactment of standards in programme design may communicate more than initially intended.

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什么是被抓住而不是被传授的:教师教育者传达的专业主义信息

在国际上，越来越多的人认识到，教师教育工作者既是中央制定政策改革的推动者，也是政策改革的主体。在爱尔兰的背景下，政策修辞掩盖了专业标准/规范背后的教师责任，本研究旨在探讨教师教育者在学校安置实习期间如何将专业精神传达给职前教师。这是通过检查教师教育工作者对观察课程的书面报告样本(N = 429)和对来自一所爱尔兰大学的教师教育工作者样本(N = 10)的访谈来实现的。这项研究发现，关于寻找专业人士和适应的信息是由教师教育工作者传达的。虽然这些信息似乎是从一个关心的位置传达的，以缓解学生向专业空间的过渡，但这些信息也包含了暗示的权力和顺从的情绪。本研究的结论是基于教师教育工作者的专业机构，以及他们在方案设计中制定的标准如何比最初预期的更能传达信息。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Education for Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.50

自引率

10.00%

发文量

期刊介绍： The Journal of Education for Teaching is an established international refereed periodical which publishes original contributions on the subject of teacher education. The journal interprets "teacher education" in the widest sense, to include initial training, in-service education and staff development. The editors welcome scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.