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

Terri Bourke*, Mary Ryan, Margaret Lloyd

*Corresponding author for this work

Research output: Contribution to journalArticle

18 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)1-9
Number of pages9
JournalTeaching and Teacher Education
Volume53
DOIs
Publication statusPublished - 1 Jan 2016
Externally publishedYes

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