The discursive positioning of graduating teachers in accreditation of teacher education programs

Bourke, Theresa, Ryan, Mary E., & Lloyd, Margaret M. (2016) The discursive positioning of graduating teachers in accreditation of teacher education programs. Teaching and Teacher Education, 53, pp. 1-9.

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This paper uses discourse analysis techniques associated with Foucauldian archaeology to examine a teacher education accreditation document from Australia to reveal how graduating teachers are constructed through the discourses presented. The findings reveal a discursive site of contestation within the document itself and a mismatch between the identified policy discourses and those from the academic archive. The authors suggest that rather than contradictory representations of what constitutes graduating teacher quality and professionalism, what is needed is an accreditation process that agrees on constructions of graduate identity and professional practice that enact an intellectual and reflexive form of professionalism.

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ID Code: 87719
Item Type: Journal Article
Refereed: Yes
Keywords: accreditation, Foucault, program standards, teacher standards, professionalism, teacher quality, HERN
DOI: 10.1016/j.tate.2015.09.009
ISSN: 0742-051X
Divisions: Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2015 Elsevier
Deposited On: 24 Sep 2015 22:26
Last Modified: 24 Jun 2016 02:23

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