The teacher as reflexive professional

Making visible the excluded discourse in teacher standards

Mary Ryan*, Terri Bourke

*Corresponding author for this work

Research output: Contribution to journalArticle

51 Citations (Scopus)


In the current climate of accountability, political manoeuvring, changing curriculum, increasingly diverse student cohorts and community expectations, teachers, more than ever, need to develop the skills and abilities to be reflective and reflexive practitioners. This study examines national teacher professional standards from Australia and the UK to identify the extent to which reflexivity is embedded in key policy documents that are intended to guide the work of teachers in those countries. Using Margaret Archer's theories of reflexivity and morphogenesis, and methods of critical discourse analysis, we argue that these blueprints for teachers' work exclude reflexivity as an essential and overarching discourse of teacher professionalism.

Original languageEnglish
Pages (from-to)411-423
Number of pages13
Issue number3
Publication statusPublished - Jul 2013
Externally publishedYes


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