Embodying Pre-Tense Conditions for Research among Teacher Educators in the Australian University Sector: A Bourdieusian Analysis of Ethico-Emotive Suffering

Autor/inn/en	Zipin, Lew; Nuttall, Joce
Titel	Embodying Pre-Tense Conditions for Research among Teacher Educators in the Australian University Sector: A Bourdieusian Analysis of Ethico-Emotive Suffering
Quelle	In: Asia-Pacific Journal of Teacher Education, 44 (2016) 4, S.348-363 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2016.1177164
Schlagwörter	Ethics; Teacher Education; Teacher Educators; Foreign Countries; Interviews; Teacher Attitudes; Occupational Aspiration; Politics; Research Universities; Institutional Evaluation; Futures (of Society); Faculty Publishing; Periodicals; Doctoral Degrees; Australia + Suchen Sie Ihr Suchwort? Ethik; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Ausland; Interviewing; Interviewtechnik; Lehrerverhalten; Berufsneigung; Berufsziel; Politik; Forschungseinrichtung; Future; Society; Zukunft; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Doctoral degree; Doktorgrad; Australien
Abstract	Interviews conducted as part of the Work of Teacher Education (WoTE) project in Australia highlight emotional and ethical suffering embodied by teacher educators who find their research aspirations thwarted in the context of high-stakes research assessment exercises. We argue that government-run assessments, such as Excellence in Research for Australia, and localised institutional strategies developed in response, provoke "pre-tense" conditions that unsettle institutions of the Australian university sector regarding future claims for research status. Drawing on interviews with an early- and a mid-career teacher educator, both of whom evidence significant research aspirations, we portray and analyse their ethico-emotive sufferings, linked to contemporary pre-tense conditions in which they work, which thwart their dispositions to do research. We conclude by reflecting on the need for systemic response within the field of teacher education to ensure its research future, including an ethico-emotive politics that mobilises across generations of academics, with particular responsibilities for senior researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01