Literaturnachweis - Detailanzeige
| Autor/inn/en | Gunn, Alexandra C.; Hill, Mary F.; Berg, David; Haigh, Mavis |
|---|---|
| Titel | The Changing Work of Teacher Educators in Aotearoa New Zealand: A View through Activity Theory |
| Quelle | In: Asia-Pacific Journal of Teacher Education, 44 (2016) 4, S.306-319 (14 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1359-866X |
| DOI | 10.1080/1359866X.2016.1174815 |
| Schlagwörter | Teacher Educators; Teacher Education; Foreign Countries; Educational Change; Teacher Recruitment; Teacher Attitudes; Educational Policy; Teacher Qualifications; Advertising; Job Applicants; Teacher Selection; Semi Structured Interviews; Discourse Analysis; New Zealand |
| Abstract | The study of recruitment practices for teacher educators (TEs) in Aotearoa New Zealand (NZ) universities reveals the academic category of TE constituted along three related trajectories: a professional expert (not required to research), a traditional academic (not required to hold a teaching qualification or teacher's practicing certificate), and one who is dually qualified, to teach (as a registered NZ teacher) and to research. It is the dually qualified type of TE who can service the full scope of university-based initial teacher education (UBITE). Recent recruitment practices have, however, focused on employment of professional experts and traditional academics. Drawing from document analyses and interviews, we present a picture of changing work for TEs. Our study argues that policy environments and universities' responses are changing the objects, rules, and divisions of labour in UBITE. We comment on the evolution of initial teacher education in NZ, its likely trajectory, and its potential for development. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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