Crossing borders: new teachers co-constructing professional identity in performative times

Wilkins, Chris; Busher, Hugh; Kakos, Michalis; Mohamed, Carmen; Smith, Joan

doi:10.1080/19415257.2011.587883

Cited by 51 publications

(48 citation statements)

References 69 publications

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“…OECD, 2005;Rots et al, 2012;Wilkins et al, 2012), that teachers in general, both in the UK and elsewhere, are driven to their chosen profession by a desire to help and do their best for young learners -even though they might not share the same idea as how best to go about this, or agree on central government's apparent views on what is best for young learners or how best to bring it about. Understandably and laudably, teachers attempt to instil in children -indeed, 'in every child', as the discourse has it -a belief that they can succeed just as well as anyone else in the socio-economic world they inhabit, hoping that in the process they might be contributing to a wider project of bringing about a fairer, more socially just world.…”

Section: Implementing Public Policy Locally: Compliance Resistance Amentioning

confidence: 99%

“…(see, for example, Ball 2003, Wilkins et al 2012 -embracing or introducing numerical measures of the 'quality' of such production, such as test and examination scores, or inter-institutional 'league tables'. Individual freedom and responsibility are stressed in policy rhetoric, in each case attached to the notion that social and financial success (and presumably consequential happiness) is within the grasp of every 'hardworking' individual within the current socio-economic system.…”

Section: Concluding Thoughts: Policy's Affective Basementioning

confidence: 99%

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‘Cruel optimism’: teacher attachment to professionalism in an era of performativity

Moore¹,

Clarke

2016

Journal of Education Policy

107

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Author detailsAlex Moore is an Emeritus Professor at UCL Institute of Education. With a background in school-teaching, teacher education and curriculum theory, he is particularly interested in the ways in which central education policy is received, worked with and experienced by school teachers charged with its implementation in practice -particularly when policy conflicts with teachers' own understandings and philosophies of learning, pedagogy and the purposes of education. His most recent work focuses on the role and nature of affect and discourse in relation to centralised policy's enforced implementation, and to the ways in which teachers, students and parents are co-opted and coerced into becoming the bearers of neoliberal ideologies.Matthew Clarke is Professor of Education at York St John University, having previously worked as a lecturer at the University of New South Wales, Australia. His research interests include the interface of political and psychoanalytic theory as a space for critical policy analysis, particularly in relation to the implications of neoliberal education policies for equity and for teachers' professional identities. He has published widely on education policy and politics in the context of global neoliberalism.2 Abstract This paper provides a critical exploration of the way teachers' attachment to notions of professionalism may facilitate a process whereby teachers find themselves obliged to enact centralised and local education policies that they do not believe in but are required to implement. The paper argues that professionalism involves an entanglement of (past) egalitarian and (present) performative discourses and that the remainders of the former facilitate the enactment of the latter. The paper draws on Berlant's notion of cruel optimism to help understand this process, whereby teachers' attachment to professionalism may assist them in undermining the very values they believe it embodies.

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Section: Implementing Public Policy Locally: Compliance Resistance Amentioning

confidence: 99%

Section: Concluding Thoughts: Policy's Affective Basementioning

confidence: 99%

‘Cruel optimism’: teacher attachment to professionalism in an era of performativity

Moore¹,

Clarke

2016

Journal of Education Policy

107

View full text Add to dashboard Cite

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“…In addition to policy context the direct work environment, i.e., the particular school culture, also seems to influence the professional identity formation (Cohen, 2008;Duffee & Aikenhead, 1992). However, the interaction with students as an important contextual factor has not yet been studied extensively, as Wilkins et al (2012) note. Regarding career changers, Williams (2010) argues that the former work environments may influence the professional identity as well.…”

Section: Professional Identity: Practical Implications and Developmentmentioning

confidence: 99%

The Relevance of a Migration Background to the Professional Identity of Teachers

Bressler¹,

Rotter²

2017

IJHE

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Immigrant teachers face several specific expectations from policy makers, colleagues, as well as the media. Often new hopes are pinned on them for teaching (ethnically) diverse learners. Their professional identity is inevitably linked to these expectations. In this regard, this paper discusses the findings of a qualitative study exploring the professional identities of immigrant teachers. Furthermore, it draws implications for teacher education. Reflecting on our research findings, we illustrate two types of professional identities: Teachers who accept the "special skills" ascribed to them, and where the migration background constitutes the core of their professional identity, as well as others, who reject the expectations, and appeal to the pedagogical skills they share with their colleagues without a migration background. Given our findings, future teachers need more support when it comes to reflecting their own biography, political and public expectations, and the bearings on their professional identity.

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“…In today's classrooms, teachers have broader societal functions and play much more professional roles than ever before (Choy, Wong, Chong, & Lim, 2014;Goodyear & Dudley, 2015;Voinea & Palasan, 2014;Wilkins, Mohamed, & Smith, 2011). Moreover, the teacher's main role in the society has also been changed -from less of a transmitter of knowledge toward more of a facilitator of learning (Goodyear & Dudley, 2015;Živkovic, 2013).…”

Section: Introductionmentioning

confidence: 99%

Towards the well-being of vocational teachers: the role of personality characteristics

Kovalčikienė¹

2017

IJPBA

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Abstract. Background:The success of teaching practices and teachers' well-being largely depends not only on the curriculum, but also on the teachers' personality characteristics. On the other hand, teachers' perception about their own profession, themselves and others in the occupation leads to increased quality of education. Therefore, it can be assumed that teachers' personality traits are among the most significant determinants of their professional identity that foster holistic psychological wellbeing.

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Crossing borders: new teachers co-constructing professional identity in performative times

Cited by 51 publications

References 69 publications

‘Cruel optimism’: teacher attachment to professionalism in an era of performativity

‘Cruel optimism’: teacher attachment to professionalism in an era of performativity

The Relevance of a Migration Background to the Professional Identity of Teachers

Towards the well-being of vocational teachers: the role of personality characteristics

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