The teacher as reflexive professional: making visible the excluded discourse in teacher standards

In the current climate of accountability, political manoeuvring, changing curriculum, increasingly diverse student cohorts and community expectations, teachers, more than ever, need to develop the skills and abilities to be reflective and reflexive practitioners. This study examines national teacher...

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Published inDiscourse (Abingdon, England) Vol. 34; no. 3; pp. 411 - 423
Main Authors Ryan, Mary, Bourke, Terri
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 01.07.2013
Taylor & Francis Ltd
Subjects
Accountability
Australia
critical discourse analysis
Critical Theory
Curriculum
Discourse Analysis
Educational policy
Educational quality
Morphogenetic theory
Policy analysis
Professional standards
Professionalism
reflection
Reflective practice
Reflective teaching
Reflexivity
Students
teacher professional standards
teacher professionalism
Teachers
Teaching
United Kingdom
Work ethic
Australia
United Kingdom
United Kingdom > UK
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Summary:In the current climate of accountability, political manoeuvring, changing curriculum, increasingly diverse student cohorts and community expectations, teachers, more than ever, need to develop the skills and abilities to be reflective and reflexive practitioners. This study examines national teacher professional standards from Australia and the UK to identify the extent to which reflexivity is embedded in key policy documents that are intended to guide the work of teachers in those countries. Using Margaret Archer's theories of reflexivity and morphogenesis, and methods of critical discourse analysis, we argue that these blueprints for teachers' work exclude reflexivity as an essential and overarching discourse of teacher professionalism.
Bibliography:Refereed article. Includes bibliographical references.
Discourse; v.34 n.3 p.411-423; July 2013
Discourse (St. Lucia, Qld), v.34, no.3, July 2013: (411)-423
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0159-6306
1469-3739
DOI:10.1080/01596306.2012.717193