Teacher Professionalism: subverting the society of control

Wood, Philip

doi:10.2304/forum.2014.56.2.223

Cited by 5 publications

(6 citation statements)

References 13 publications

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“…These observations were affirmed not only by engagement with two discrete frameworks in the theoretical literature, namely Florian and Spratt (2013) and Wood (2014) but also by the researchers' own awareness of the emergent consensus on their developing conceptual frameworks.…”

Section: Processmentioning

confidence: 88%

“…Much empirical literature attests to the importance of reflection and collaboration in enhancing the practice of teachers. Indeed, both Goodwin and Kosnik (2013) and Wood (2014) assert that teacher educators must be supported to broaden their own pedagogical frameworks and increase their collaborative practice in working towards this goal. The development of collaborative structures within education departments is likely to be a key consideration in this respect.…”

Section: Teacher Educator Collaborationmentioning

confidence: 99%

“…The following blog extracts illustrate developments in our pedagogic literacy and conceptual framework. Wood (2014) believes that values, attitudes and philosophies are central to the work of teaching and learning...Equally Florian and Spratt's (2013) theme of becoming an active professional has some parallels with Wood's (2014)…”

Section: Contentmentioning

confidence: 99%

“…Findings in relation to the nature of the collaborative interactions ( Figure 1) and reflective insights are noteworthy in light of the need, as stated by Nevin et al (2009) to develop a stronger culture of collaborative pedagogy which would serve to reduce the often isolating nature of tertiary teaching. Notably the transition to a four-year BEd degree was a national policy directive which could have resulted in contrived collegiality (Hargreaves, 1994) The fact that some divergent reflections were noted appears to validate the potential of the self-study approach to substantiate a critical-pedagogical understanding of the complexities of teacher education and a broadening of pedagogical frameworks (Goodwin & Kosnik, 2013;Wood, 2014).…”

Section: Nature Of the Collaborative Interactionsmentioning

confidence: 99%

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Self-Study Enabling Understanding of the Scholarship of Teaching and Learning: An Exploration of Collaboration among Teacher Educators for Special and Inclusive Education

King

Logan

Lohan

2019

Studying Teacher Education

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While teaching is increasingly being accepted as a discipline there is a growing emphasis on teacher educators researching their own practice to advance the scholarship of teaching and learning (SoTL) (Loughran & Russell, 2007). This study sought to explore the extent to which self-study contributes to teacher educators' understanding of the SoTL within the discipline of teaching. While self-study is generally accepted as a scholarly approach (Kitchen, 2015) the aim here is to address the call for selfstudy researchers to evince a commitment to a practice-based and theory-building research agenda by linking with public theories (Vanassche & Kelchtermans, 2015), in this case the SoTL (Kreber & Cranton, 2000). Additionally given that self-study is collaborative (Loughran, 2010) findings here may help to somewhat address the dearth of knowledge about teacher educator collaboration (Heldens, Bakx & den Brok, 2015). A self-study approach was adopted to explore a journey of two teacher educators as they designed, implemented and evaluated new modules in special and inclusive education withinaninitial teacher education programme in the Republic of Ireland. Analysis and synthesis of data from 24 student teachers and two teacher educators provide insights and understandings into the collaborative interactions and factors that enabled and hindered these interactions. This may support other teacher educators develop a collaborative pedagogical culture to enhance greater understanding of the SoTL We argue for adopting self-study as a scholarly approach to engage with other theories, such as SoTL, thus contributing to the broader field of teacher education research. .

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Section: Processmentioning

confidence: 88%

Section: Teacher Educator Collaborationmentioning

confidence: 99%

Section: Contentmentioning

confidence: 99%

Section: Nature Of the Collaborative Interactionsmentioning

confidence: 99%

See 2 more Smart Citations

Self-Study Enabling Understanding of the Scholarship of Teaching and Learning: An Exploration of Collaboration among Teacher Educators for Special and Inclusive Education

King

Logan

Lohan

2019

Studying Teacher Education

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“…However, this demonstrates a lack of engagement with the complexity of the processes behind the data which are generated and the possible loss of sight from extreme complexity reduction. As Wood (2014) has argued previously, the rise of 'dataveillance', the accumulation and tracking of data, becomes more important than the individual to whom the data relate, and this was something of which the study's participants seemed particularly aware. In prioritising such activity, genuine opportunities for understanding and growing practice may well be lost in the attempt to generate data.…”

Section: Observations In My College Are Little More Than a Means Of Mmentioning

confidence: 98%

Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector

O’Leary

Wood

2016

Professional Development in Education

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Attempts to measure the quality of teaching and learning have resulted in an overreliance on quantitative performance data and the normalisation of a set of reductionist practices in England's further education sector in recent years. Focusing on lesson observation as an illustrative example and drawing on data from a national study, this article examines the application of observation and its impact on further education teachers' practice. In viewing lesson observation through a complexity theory lens and contextualising it against the wider neoliberal backdrop of the marketisation of education, we seek to critique the inadequacies of current reductionist approaches to teacher evaluation, whilst simultaneously opening up a debate regarding the consequences of seeing classrooms as complex adaptive systems. In focusing on performative models of lesson observation in particular, the article exposes what we perceive as some of the epistemological and methodological shortcomings of neoliberalism in practice, but also offers an alternative way forward in dealing with the contested practice of evaluating the quality of teaching and learning.

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The Resurgence of Puritanism in the West

Hodder

2016

Journal of Organisational Transformation & Social Change

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Teacher Professionalism: subverting the society of control

Cited by 5 publications

References 13 publications

Self-Study Enabling Understanding of the Scholarship of Teaching and Learning: An Exploration of Collaboration among Teacher Educators for Special and Inclusive Education

Self-Study Enabling Understanding of the Scholarship of Teaching and Learning: An Exploration of Collaboration among Teacher Educators for Special and Inclusive Education

Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector

The Resurgence of Puritanism in the West

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