McNally Jim & Gray Peter (2006). Â« Finding an identity or meeting a standard? Conflicting discourses in becoming a teacher Â». In European Educational Research Conference.European Conference on Educational Research, GenĂ¨ve, 11â€”12 septembre 2006. Leeds : British Education Index, p. 1–11. En ligne : <http://www.leeds.ac.uk/educol/documents/163236.pdf>.
Added by: Feyfant Annie (20 Nov 2009 21:53:06 Europe/Paris) Last edited by: Feyfant Annie (04 Nov 2010 16:44:45 Europe/Paris)
|Resource type: Proceedings Article
BibTeX citation key: McNally2006
|Categories: Enseignants, General
Keywords: Ă‰cosse, formation des enseignants
Creators: Gray, McNally
Publisher: European Educational Research Conference (GenĂ¨ve)
Collection: European Conference on Educational Research
Views index: 31%
Popularity index: 7.75%
|URLs http://www.leeds.a ... cuments/163236.pdf|
"This paper, examine the apparent contradictions between the actual experience of becoming a schoolteacher and the formal structures and systems of teacher induction. The main source of evidence is the set of ethnographic interviews conducted every few weeks with 28 teachers during their first year of teaching in schools in central Scotland. From these the authors give a brief outline of issues within their national context e.g. no explicit standards-related discourse, relevance of meetings, problems of the national placement scheme. They then focus on the prominence of the emotional-relational dimension of the early teaching experience and consider whether their narrative basis indicates the need for an ontological understanding of this 'professional' transition that cannot be readily expressed in the language of occupational standards. In exploring this, they consider workplace learning in a wider context (Hodkinson et al) as well as theories of learning (Illeris) and identity (Giddens, Bakhtin) - in particular whether we can make the case for the place of self.
The research is four year project on 'Early Professional Learning' that is part of the ESRC funded Teaching and Learning Research Programme"
Added by: Feyfant Annie Last edited by: Feyfant Annie