The teacher as reflexive professional : making visible the excluded discourse in teacher standards

Ryan, Mary E. & Bourke, Theresa (2013) The teacher as reflexive professional : making visible the excluded discourse in teacher standards. Discourse : Studies in the Cultural Politics of Education, 34(3), pp. 411-423.

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In the current climate of accountability, political manoeuvring, changing curriculum, increasingly diverse student cohorts and community expectations, teachers, more than ever, need to develop the skills and abilities to be reflective and reflexive practitioners. This study examines national teacher professional standards from Australia and the UK to identify the extent to which reflexivity is embedded in key policy documents that are intended to guide the work of teachers in those countries. Using Margaret Archer's theories of reflexivity and morphogenesis, and methods of critical discourse analysis, we argue that these blueprints for teachers’ work exclude reflexivity as an essential and overarching discourse of teacher professionalism.

Impact and interest:

20 citations in Scopus
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15 citations in Web of Science®

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320 since deposited on 26 Oct 2011
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ID Code: 46659
Item Type: Journal Article
Refereed: Yes
Keywords: reflexive professional
DOI: 10.1080/01596306.2012.717193
ISSN: 1469-3739
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Research Centres > Palliative Care Research and Education
Past > Schools > School of Cultural & Language Studies in Education
Copyright Owner: Copyright 2013 Taylor & Francis Group
Deposited On: 26 Oct 2011 23:16
Last Modified: 22 Sep 2016 01:21

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