'The Very Best Generation of Teachers Ever': Teachers in Post-2010 Ministerial Speeches

Autor/in	Spicksley, Kathryn
Titel	'The Very Best Generation of Teachers Ever': Teachers in Post-2010 Ministerial Speeches
Quelle	In: Journal of Education Policy, 37 (2022) 4, S.655-679 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2020.1866216
Schlagwörter	Foreign Countries; Beginning Teachers; Experienced Teachers; Discourse Analysis; Speeches; Professional Identity; Educational Policy; Advantaged; Politics of Education; Educational Change; Preservice Teacher Education; Teacher Role; Teacher Characteristics; Power Structure; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Diskursanalyse; Politics of education; Bildungspolitik; Educational policy; Bildungsreform; Lehramtsstudiengang; Lehrerausbildung; Lehrerrolle
Abstract	This article explores how teachers were discursively positioned in England following the formation of the Coalition government in 2010, using a corpus-assisted critical discourse analysis of 363 speeches produced by government ministers. Findings show that young teachers were privileged in post-2010 government discourse, constructed as valued and active social agents. Experienced teachers, however, were constructed as passive and deficient, albeit useful for training new teachers. The findings indicate the deployment of a biopolitical apparatus which sought to hierarchically distinguish between different groups of teachers in order to facilitate system reform. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01