Abstract

Through an analysis of job recruitment texts, and interviews with academic leaders, this article shows how the university-based teacher educator is produced as a category of academic worker in England. Focussing on the discursive processes of categorisation provides insights into how English universities conceptualise teacher education. Variations in conceptualisations are noted within and between institutions, with the teacher educator produced as a hybrid or exceptional category. Often, variations are produced around a practitioner/researcher contradiction. The article concludes by asking whether such variations and potential lack of coherence matter, in the context of national policy and funding constraints, and internationally.

Citation

Ellis, V., McNicholl, J. & Pendry, A. (2012). Institutional conceptualisations of teacher education as academic work in England. Teaching and Teacher Education: An International Journal of Research and Studies, 28(5), 685-693. Elsevier Ltd. Retrieved April 17, 2021 from https://www.learntechlib.org/p/202111/.

Keywords

• Conceptual distinctions
• higher education
• institutions
• teacher education
• Work