Spatialised metaphors of practice: how teacher educators engage with professional standards for teachers

Mary Ryan*, Terri Bourke

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)

Abstract

Pre-service teacher educators, both nationally and internationally, must negotiate a plethora of expectations including using Professional Standards to enhance teacher quality. In Australia, the recent Teacher Education Ministerial Advisory Group (TEMAG) report highlighted weak application of Standards in Initial Teacher Education (ITE). However, recent reports suggest that many education stakeholders feel positive about the implementation of the Australian Professional Standards for Teachers (APSTs). This study responds to these differing viewpoints by exploring how teacher educators in a large metropolitan university in Australia account for the use of Standards in their work. Discourse analysis techniques in conjunction with socio-spatial theory make visible particular metaphors of practice as teacher educators negotiate the real-and-imagined spaces of regulated teacher education programmes. The findings highlight the importance of investigating the utility of Standards in the lived experiences of teacher educators, as they are responsible for preparing quality, classroom ready graduates.

Original languageEnglish
Pages (from-to)167-186
Number of pages20
JournalCritical Studies in Education
Volume59
Issue number2
DOIs
Publication statusPublished - 2018
Externally publishedYes

Keywords

  • initial teacher education
  • professional standards
  • spatial theory
  • teacher educator

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