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Institutional conceptualisations of teacher education as academic work in England

Research output: Contribution to journalArticlepeer-review

Viv Ellis, Jane Mcnicholl, Anna Pendry

Original languageEnglish
Pages (from-to)685-693
Issue number5
Accepted/In press14 Feb 2012
Published1 Jul 2012

King's Authors


Through an analysis of job recruitment texts, and interviews with academic leaders, this article shows how the university-based teacher educator is produced as a category of academic worker in England. Focussing on the discursive processes of categorisation provides insights into how English universities conceptualise teacher education. Variations in conceptualisations are noted within and between institutions, with the teacher educator produced as a hybrid or exceptional category. Often, variations are produced around a practitioner/researcher contradiction. The article concludes by asking whether such variations and potential lack of coherence matter, in the context of national policy and funding constraints, and internationally.

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