You are here:

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

, ,

TATE Volume 53, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

Bourke, T., Ryan, M. & Lloyd, M. (2016). The discursive positioning of graduating teachers in accreditation of teacher education programs. Teaching and Teacher Education: An International Journal of Research and Studies, 53(1), 1-9. Elsevier Ltd. Retrieved November 11, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.09.009

Keywords